The Use of a Fast-Paced, Competitive Drawing Game as a Student-Approved Review Strategy for Microbiology

This competitive drawing game, much like the “All Play” round of the popular board game Pictionary™, is a fast-paced, energy-rich review game, proven to keep students entertained, engaged, and learning. One representative from each of two competing teams simultaneously draw the same secret microbiol...

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Autor principal:	Kara Mosovsky
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2018
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/1d274c9bdd304655a206fb65bd3cea5d
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spelling	oai:doaj.org-article:1d274c9bdd304655a206fb65bd3cea5d2021-11-15T15:04:14ZThe Use of a Fast-Paced, Competitive Drawing Game as a Student-Approved Review Strategy for Microbiology10.1128/jmbe.v19i3.16911935-78851935-7877https://doaj.org/article/1d274c9bdd304655a206fb65bd3cea5d2018-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v19i3.1691https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885This competitive drawing game, much like the “All Play” round of the popular board game Pictionary™, is a fast-paced, energy-rich review game, proven to keep students entertained, engaged, and learning. One representative from each of two competing teams simultaneously draw the same secret microbiology term, while their teammates frantically guess. The first team to correctly guess the word or phrase, wins a point. Unlike traditional Pictionary rules where only one team draws at a time, pitting teams against each other seems to increase the energy and engagement of student drawers and guessers, and allows every student to participate in each round of the game. Drawing microbiology terms not only helps strengthen associations between form and function, a crucial theme in microbiology, but also forces students to think differently and creatively about how to convey scientific terms through pictures. In addition, the game encourages simple recall of terms and definitions from past chapters. After one team has correctly guessed the secret term, all students participate in answering rapid-fire review questions related to the term. The result is a fun and stimulating review session of microbiology. In an anonymous survey administered after the game, about 94% of students found the activity to be an “effective” or “very effective” strategy to review previously covered material from the course. Out of those who participated in the survey, 100% rated the drawing game as a fun classroom activity, and 98% would recommend it for future semesters.Kara MosovskyAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 19, Iss 3 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Kara Mosovsky The Use of a Fast-Paced, Competitive Drawing Game as a Student-Approved Review Strategy for Microbiology
description	This competitive drawing game, much like the “All Play” round of the popular board game Pictionary™, is a fast-paced, energy-rich review game, proven to keep students entertained, engaged, and learning. One representative from each of two competing teams simultaneously draw the same secret microbiology term, while their teammates frantically guess. The first team to correctly guess the word or phrase, wins a point. Unlike traditional Pictionary rules where only one team draws at a time, pitting teams against each other seems to increase the energy and engagement of student drawers and guessers, and allows every student to participate in each round of the game. Drawing microbiology terms not only helps strengthen associations between form and function, a crucial theme in microbiology, but also forces students to think differently and creatively about how to convey scientific terms through pictures. In addition, the game encourages simple recall of terms and definitions from past chapters. After one team has correctly guessed the secret term, all students participate in answering rapid-fire review questions related to the term. The result is a fun and stimulating review session of microbiology. In an anonymous survey administered after the game, about 94% of students found the activity to be an “effective” or “very effective” strategy to review previously covered material from the course. Out of those who participated in the survey, 100% rated the drawing game as a fun classroom activity, and 98% would recommend it for future semesters.
format	article
author	Kara Mosovsky
author_facet	Kara Mosovsky
author_sort	Kara Mosovsky
title	The Use of a Fast-Paced, Competitive Drawing Game as a Student-Approved Review Strategy for Microbiology
title_short	The Use of a Fast-Paced, Competitive Drawing Game as a Student-Approved Review Strategy for Microbiology
title_full	The Use of a Fast-Paced, Competitive Drawing Game as a Student-Approved Review Strategy for Microbiology
title_fullStr	The Use of a Fast-Paced, Competitive Drawing Game as a Student-Approved Review Strategy for Microbiology
title_full_unstemmed	The Use of a Fast-Paced, Competitive Drawing Game as a Student-Approved Review Strategy for Microbiology
title_sort	use of a fast-paced, competitive drawing game as a student-approved review strategy for microbiology
publisher	American Society for Microbiology
publishDate	2018
url	https://doaj.org/article/1d274c9bdd304655a206fb65bd3cea5d
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The Use of a Fast-Paced, Competitive Drawing Game as a Student-Approved Review Strategy for Microbiology

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