| Abstract/Notes |
INTRODUCTION: A new challenge facing chiropractic educators is the need to incorporate active-learning strategies into their courses. Active learning techniques have been suggested to improve the learner’s creative thinking, and problem-solving skills. Reports suggest that multi-sensory teaching approaches help most students to effectively learn the subject presented Among the techniques developed to fulfill this objective is the inclusion of games that usually satisfy the needs of the tactile learners. METHODS: A subscription to the web site “Quia” (www.quia.com) provided templates that were used to develop educational games in several formats to emphasize the course material. Sixteen educational games were developed for reviewing concepts in the physiology and pathology of the immune, gastro-intestinal, urinary, reproductive systems; biomechanics of the lumbar spine; the abdominal examination; and clinical laboratory findings. The games were used in several classes over a period of one and half years. The games included formats such as Matching, Flash Cards, Columns, Concentration, Rags to Riches and Challenge Board. The games encouraged chiropractic students to compete against each other and to actively participate in the learning process. Data on the frequency of students’ utilization of each game activity were collected. A simple questionnaire was developed and used to collected students impressions and comments at the end of each quarter. The result of the summative examination of a class before the implementation of the games was compared to the results of the summative examination of another class that had access to the games as a learning tool. RESULTS: An evaluation of the students responses documented that students enjoyed the active formats, like Challenge Board, more that the games that were concentrated on memorization (Matching, Flash Cards, Columns, Concentration), The students reported that overall the games enhanced their ability to understand and retain information. Results of the survey indicated that the students perceived these games as fun and that they added creative excitement to their learning experience. Comparing the summative examination results suggested that access to the games resulted in slight improvement in the overall performance. DISCUSSION: Utilizing internet educational games creates an active learning environment that may increase the learner’s interest in the material presented during lectures. This may be considered an attractive tool to help and encouraging some students to study definitions and concepts that are related to the course material. This abstract is reproduced with the permission of the publisher. |
