Sculptorades, Cloodles, and Cameos, Oh My! A "Cranium" Game for General Psychology

Autor/inn/en	Goldey, Katherine L.; Espinosa, Angel
Titel	Sculptorades, Cloodles, and Cameos, Oh My! A "Cranium" Game for General Psychology
Quelle	In: Teaching of Psychology, 48 (2021) 4, S.308-315 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628320979877
Schlagwörter	Psychology; Introductory Courses; Undergraduate Students; Student Attitudes; Games; Game Based Learning; Review (Reexamination); Teamwork; Learner Engagement; Kinesthetic Methods; Multisensory Learning; Tests; Scores + Suchen Sie Ihr Suchwort? Psychologie; Einführungskurs; Schülerverhalten; Game; Spiel; Spiele; Wiederholungsprüfung; Sensorische Stimulation; Examination; Prüfung; Examen
Abstract	Background: Many instructors use trivia-style review games to encourage self-testing, increase student engagement, and promote collaboration. However, most published examples of review games include trivia questions only, rather than activities that incorporate kinesthetic learning. Objective: We evaluate a review activity modeled after the game "Cranium," which includes charades, pictionary, sculpting, and trivia questions. Method: In Pilot Study 1, general psychology students (n = 25) completed a self-report evaluation of "Cranium," and we compared performance on exam items practiced during "Cranium" versus control items. In Pilot Study 2, students (n = 23) were assigned to review for a mock exam via "Cranium," a trivia-only version of "Cranium," or a practice question review. Results: Students rated "Cranium" as enjoyable and useful, though not more so than comparison activities, and "Cranium" elicited similar exam performance to comparison activities. Conclusion: "Cranium" is similar, not superior, to trivia-only and practice question review activities in terms of student perceptions and exam performance. Teaching Implications: "Cranium" provides an additional tool for instructors to engage students in team-based review activities in general psychology. Games that incorporate self-testing are likely useful for student engagement and learning, and the specific choice of activity may depend on instructor and student preference. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01