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Does the Format of Preclass Reading Quizzes Matter? An Evaluation of Traditional and Gamified, Adaptive Preclass Reading Quizzes

Preclass reading quizzes (RQs) have been shown to enhance student performance. Many instructors implementing evidence-based teaching assign preclass RQs to ensure their students are prepared to engage in class activities. Textbook companies now offer a gamified, adaptive-learning RQ format. In these...

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Autores principales: Kolpikova, Elena P., Chen, Derek C., Doherty, Jennifer H.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6812576/
https://www.ncbi.nlm.nih.gov/pubmed/31622168
http://dx.doi.org/10.1187/cbe.19-05-0098
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author Kolpikova, Elena P.
Chen, Derek C.
Doherty, Jennifer H.
author_facet Kolpikova, Elena P.
Chen, Derek C.
Doherty, Jennifer H.
author_sort Kolpikova, Elena P.
collection PubMed
description Preclass reading quizzes (RQs) have been shown to enhance student performance. Many instructors implementing evidence-based teaching assign preclass RQs to ensure their students are prepared to engage in class activities. Textbook companies now offer a gamified, adaptive-learning RQ format. In these RQs, students answer point-valued questions until they reach a threshold. If students answer incorrectly, the question decreases in point value on the next attempt. These RQs also give students who answer questions incorrectly more questions on that topic and direct students to sections of a textbook they need to review. We assessed the impact of gamified, adaptive preclass RQs compared with more traditional preclass RQs on in-class RQs and course exam performance as well as students’ perceptions of RQs. Students in the gamified, adaptive treatment performed equally compared with students in the traditional, static treatment on in-class RQs and course exams. While students in the gamified, adaptive treatment did have a more positive perception of preclass RQs, this factor explained less than 3% of the variation in RQ perception. Our findings suggest that instructors should verify that gamified, adaptive technologies impact student learning in their course before integrating them into their course and asking students to pay for them.
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spelling pubmed-68125762019-12-01 Does the Format of Preclass Reading Quizzes Matter? An Evaluation of Traditional and Gamified, Adaptive Preclass Reading Quizzes Kolpikova, Elena P. Chen, Derek C. Doherty, Jennifer H. CBE Life Sci Educ Article Preclass reading quizzes (RQs) have been shown to enhance student performance. Many instructors implementing evidence-based teaching assign preclass RQs to ensure their students are prepared to engage in class activities. Textbook companies now offer a gamified, adaptive-learning RQ format. In these RQs, students answer point-valued questions until they reach a threshold. If students answer incorrectly, the question decreases in point value on the next attempt. These RQs also give students who answer questions incorrectly more questions on that topic and direct students to sections of a textbook they need to review. We assessed the impact of gamified, adaptive preclass RQs compared with more traditional preclass RQs on in-class RQs and course exam performance as well as students’ perceptions of RQs. Students in the gamified, adaptive treatment performed equally compared with students in the traditional, static treatment on in-class RQs and course exams. While students in the gamified, adaptive treatment did have a more positive perception of preclass RQs, this factor explained less than 3% of the variation in RQ perception. Our findings suggest that instructors should verify that gamified, adaptive technologies impact student learning in their course before integrating them into their course and asking students to pay for them. American Society for Cell Biology 2019 /pmc/articles/PMC6812576/ /pubmed/31622168 http://dx.doi.org/10.1187/cbe.19-05-0098 Text en © 2019 E. P. Kolpikova, D. C. Chen, and J. H. Doherty. CBE—Life Sciences Education © 2019 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. https://creativecommons.org/licenses/by-nc-sa/3.0/This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License.
spellingShingle Article
Kolpikova, Elena P.
Chen, Derek C.
Doherty, Jennifer H.
Does the Format of Preclass Reading Quizzes Matter? An Evaluation of Traditional and Gamified, Adaptive Preclass Reading Quizzes
title Does the Format of Preclass Reading Quizzes Matter? An Evaluation of Traditional and Gamified, Adaptive Preclass Reading Quizzes
title_full Does the Format of Preclass Reading Quizzes Matter? An Evaluation of Traditional and Gamified, Adaptive Preclass Reading Quizzes
title_fullStr Does the Format of Preclass Reading Quizzes Matter? An Evaluation of Traditional and Gamified, Adaptive Preclass Reading Quizzes
title_full_unstemmed Does the Format of Preclass Reading Quizzes Matter? An Evaluation of Traditional and Gamified, Adaptive Preclass Reading Quizzes
title_short Does the Format of Preclass Reading Quizzes Matter? An Evaluation of Traditional and Gamified, Adaptive Preclass Reading Quizzes
title_sort does the format of preclass reading quizzes matter? an evaluation of traditional and gamified, adaptive preclass reading quizzes
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6812576/
https://www.ncbi.nlm.nih.gov/pubmed/31622168
http://dx.doi.org/10.1187/cbe.19-05-0098
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