Augmenting College Students' Study of Speech-Language Pathology Using Computer-Based Mini Quiz Games.
American Journal of Speech-Language Pathology
|July 2, 2016
Summary
Mini quiz games (MQGs) and traditional study equally improved immediate recall of voice disorder concepts. However, MQGs alone or with traditional study enhanced long-term retention more than traditional study alone.
Area of Science:
- Educational Psychology
- Speech-Language Pathology Education
Background:
- Effective learning strategies are crucial for mastering foundational knowledge in speech-language pathology.
- Traditional study methods may not be the sole effective approach for knowledge acquisition and retention.
Purpose of the Study:
- To evaluate the impact of mini quiz games (MQGs) on undergraduate students' recall and retention of voice disorder concepts.
- To compare MQGs against traditional study, a combination of both, and a no-study control.
Main Methods:
- Ninety-three college students underwent pretesting, viewed a lecture, and then participated in one of four conditions: no intervention, traditional study, MQG play, or combined MQG and traditional study.
- Immediate recall and longer-term retention were assessed via posttests and follow-up tests.
Main Results:
- All interventions (traditional study, MQGs, combined) significantly improved immediate recall compared to the control group.
- MQGs, both alone and combined with traditional study, demonstrated superior long-term retention compared to the no-study control.
- Traditional study alone did not significantly improve long-term retention compared to the control.
Conclusions:
- Preliminary evidence suggests that learning modes beyond traditional study, such as MQGs, can effectively enhance knowledge recall and retention.
- These findings support the exploration of diverse pedagogical approaches for speech-language pathology training.
