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Enhancing the student learning experience through memes.

Helen Tidy1, Rachel S Bolton-King2, Ruth Croxton3

  • 1Department of Science, School of Health and Life Sciences, Teesside University, TS1 3BX, United Kingdom.

Science & Justice : Journal of the Forensic Science Society
|May 12, 2024
PubMed
Summary
This summary is machine-generated.

Meme-making in forensic science education enhances student engagement and knowledge retention. This inclusive activity encourages reflection on learning content, improving the overall educational experience.

Keywords:
EdutainmentHigher educationInclusive learningMemeReflectionSocial mediaStudent engagement

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Area of Science:

  • Forensic Science Education
  • Educational Technology

Background:

  • Memes are a prevalent social media phenomenon in Higher Education.
  • Meme-making offers a novel approach to student engagement and reflection.

Purpose of the Study:

  • To investigate the efficacy of meme-making as a reflective learning tool in forensic science.
  • To assess student engagement and content retention through meme creation.

Main Methods:

  • Students in UK and USA forensic science programs created memes to reflect on learning.
  • Memes were anonymously shared via Padlet, followed by surveys using Microsoft Forms.
  • Data analysis was conducted using SPSS software.

Main Results:

  • Meme-making was identified as an inclusive and engaging learning activity.
  • Students reported enjoyment and improved retention of course content.
  • Emphasis on reflection over humor is key for maximizing educational benefit.

Conclusions:

  • Meme-making is an effective pedagogical strategy for enhancing forensic science education.
  • The activity promotes deeper engagement and aids in content recall.
  • Educators should guide meme creation towards reflective learning outcomes.