The Muscular System Chapter 8 Anatomy Review Vocab Words
anatomy and physiology courses are dense with terminology, structures, and processes to principal. For this reason, novices ofttimes experience difficulty in learning the vocabulary besides as in linking construction and part, explaining concepts, and making broader connections within the subject field (twenty). Research suggests that these challenges oft emerge due to a combination of inadequate student preparation, the pedagogical approaches adopted in the course, and the nature of the discipline (xiii, 20). In courses with arable content, in detail, there is a trend for students to resort to memorization rather than develop deeper agreement of the textile. However, when students merely memorize information without processing it, that knowledge is rapidly lost (21). Conversely, when students motion beyond memorization to examination their mental models of a concept through problem solving, inquiry, grouping work, and application, higher levels of learning tin be accomplished (3, 11, 14, 18). To help facilitate these deeper levels of understanding, instructors oftentimes turn to classroom activities that promote active learning (nine, 10, 12).
Agile learning strategies are diverse, but most focus on asking students to reverberate on what they know and to subsequently apply that knowledge through some form of activity. The ascent of flipped and active learning classrooms has resulted in the evolution of a vast collection of tools to appoint students in the material, including case studies, clickers, concept mapping, part plays, and simulations (2, 5, 12). One arroyo to encourage agile processing of information is through the apply of educational games. Games can exist an ideal supplement to traditional teaching approaches because they oft adopt a diverseness of novel and engaging methods to reinforce and review concepts, resulting in improvements in student learning and interest equally it pertains to topics addressed through gameplay (4, 10). To engagement, a number of games take been successfully used to help students in introductory biology and physiology classes, including those that model boob tube game shows, crosswords and discussion scrambles, discussion games, and trivia-based board games (ane, 8, 15, 16, 17). While these games are useful for teaching students near singular concepts (gastrointestinal physiology, scientific research, or genetic pathways), they often do not allow students to do and review the course vocabulary that is necessary to principal the concepts.
In an endeavour to reinforce grade concepts and make learning more engaging in an anatomy and physiology class, we developed and evaluated a game focused on improving student mastery of course terminology. The modified Funglish game described hither can easily be adjusted for any classroom. Chiefly, the game goes beyond memorization by requiring students to work every bit a team to recollect what they know nearly a body part or procedure, depict it using an array of descriptive tiles, and and then locate it on a diagram. This allows students to procedure and organize what they accept learned and to be artistic in conveying information to one some other.
METHODS
Participant recruitment procedures.
Participants (n = 36) represented a convenience sample consisting of all students enrolled in i department of Human Beefcake and Physiology 1 (A&P1) in the fall 2015 semester at a small, liberal arts college in the Midwest. Participants did not receive course credit or bounty for their enrollment in the research, and the enquiry was classified equally exempt after an internal Institutional Review Lath protocol review.
Action description.
In this activity, the game Funglish (Hasbro, Pawtucket, RI) was adapted to the 3000-level A&P1 class. Funglish consists of a game lath with sections labeled "definitely," "kind of," and "non," colour-coded descriptive tiles containing adjectives (for example, "flexible," "modest," or "historic"), and cards containing a listing of nouns ("light bulb," "apple," or "Dead Body of water"). One team member is selected to estimate the terms on a substantive card; the remaining teammates have three min to use the descriptive tiles to create an array on the game board to help their teammate estimate each substantive.
In our adapted game, the descriptive tiles were replaced with inkling cards containing adjectives and verbs relevant to beefcake and physiology. Categories included anatomic directions (e.g., "superior" or "distal"), tissue types (east.g., "epithelial" or "secretory"), qualities (e.thou., "stretchy" or "hollow"), and actions (east.g., "communicates" or "articulates"). Throughout the semester, students created new clue cards as they played the game, writing boosted words on blank slips to add to the deck. A total of 124 clue cards were generated over 2 semesters.
For each unit of the class, which included the integumentary, skeletal, muscular, and nervous systems, eight iv-discussion term cards were created (Fig. i). Term cards consisted of vocabulary from A&P1, featuring structures and processes described throughout the semester (see the Supplemental Material for the term cards, clue cards, and game board).1 To be able to locate each structure or procedure within the body, a page of diagrams accompanied the term cards for each unit. For case, the skeletal arrangement unit featured unlabeled diagrams of the skeleton, a long bone, and an osteon.
Fig. i.Sample term cards. 8 term cards consisting of four words each were generated for each unit.
Playing the game.
Later completing a pretest (methods described below), students self-assembled into groups of three to four to play the ClueConnect game (Table i). Clue cards were spread across the table peak so that those students giving the clues could see all of their options. One team member was selected for each round to estimate all four words on a term card. The remaining team members provided the clues.
| 1. Array the clue cards confront on the table in forepart of your team. |
| two. Select 1 squad member to guess the terms and identify the game board in front of them. |
| 3. The remaining team members will give the clues. The clue givers draw one term card and familiarize themselves with the terms before starting the timer. Do non bear witness the term menu to the person guessing the terms. |
| 4. For each term, first the timer and select clue cards to identify onto the game lath. All clue givers may add cards to the board but should not talk or gesture. |
| 5. If inkling givers find their choices for a term are lacking, they may write a new clue on the blank slips provided. |
| 6. The team member guessing the terms may call out guesses until they correctly approximate the term or their 2 min run out. |
| seven. Once the term has been identified/revealed, the role player guessing the term must locate it anatomically on the diagram sail provided. |
| viii. The game lath should be cleared and inkling givers can move on to the adjacent clue on the card, continuing steps 4–vi until all 4 terms have been guessed. |
| 9. Later on all four terms on the carte du jour have been guessed, a new team fellow member is assigned to gauge the terms from a newly fatigued term carte. This should echo until everyone has had a turn to gauge the terms. |
At the start of the game, the inkling givers drew one term bill of fare and had ii min to create an array for each of the four words listed on the card. Clue givers were allowed to apply their notebooks, textbooks, or computers if they needed to look up the definition of a discussion. Without speaking or gesturing, the squad then assembled clue cards on the game board to create an assortment of descriptors for the term being guessed (Fig. 2). Throughout this procedure, the player attempting to identify the term could continue to telephone call out guesses until they provided a right response or their time ran out.
Fig. ii.Clue cards arrayed on the game lath past a student grouping to depict "terminal hair."
Once the clue receiver successfully guessed the term, they used the provided diagrams to locate the construction or process inside the torso. Afterwards all four terms were identified and located, a new team fellow member would go the guesser, and the next round would brainstorm. This pattern connected until all members of the group had a plough guessing two term cards each. Depending on how apace students guessed the terms, teams were able to get through all viii term cards within 60–90 min. On average, rounds lasted ∼x min.
Measures of students' conceptual understanding.
To determine the affect of the ClueConnect game on students' comprehension of core anatomy and physiology terminology besides as their short-term retentiveness of that knowledge, a pretest/posttest/delayed posttest written report design was used. Pre- and posttests were administered immediately before and after each unit of measurement's game, respectively, and consisted of ten brusque-respond questions requiring students to identify diverse structures associated with the body system being investigated. Questions on the pre- and posttests differed so every bit to reduce potential misreckoning due to item recall; expert evaluation of these items indicated that they were of equal and appropriate difficulty for the course. Items on the delayed posttest reflected a randomized compilation of questions found on the pre- and posttests and were administered as part of the in-class unit exams.
Student perceptions of ClueConnect.
To examine the degree to which students perceived the ClueConnect game to be engaging and beneficial to their learning, a cursory survey was administered every bit role of each unit of measurement test. These surveys were identical across units and consisted of iii Likert-particular questions designed to appraise if the game helped students learn the terminology, prepared students for the exam, and was fun to play. One additional open-concluded particular was presented where students could provide general feedback on game structure and gameplay. On the concluding grade exam, the following two open-ended items were presented to provide an overall evaluation of the game: "Are there certain units or topics for which the game works improve?" and "Would you recommend connected use of the game in future semesters?" Students were furthermore asked to rank the overall helpfulness of ClueConnect in enhancing their understanding of anatomy and physiology content relative to other course learning activities using both a Likert-particular scale and open-concluded response format.
Quantitative and qualitative analyses.
Items on the pretest, posttest, and delayed posttest for each unit were first scored as either correct (1) or incorrect (0), and scores were entered into SPSS (version 22, IBM). Repeated-measures ANOVA procedures with Bonferroni adjustment were subsequently performed to identify within-group learning gains for each unit. Descriptive statistics were tabulated for Likert-item questions, with potential rankings ranging from 1 (not helpful/fun) to five (nigh helpful/fun), and the data were entered directly into SPSS (version 22, IBM) for future assay.
Open-concluded responses were analyzed using a descriptive interpretive approach (19) with emergent themes identified later iterative rounds of open and axial coding. Two researchers (K. M. Burleson and J. T. Olimpo) with expertise in the fields of biology and bioeducation extensively discussed both the coding schema and those codes assigned to participants, ultimately achieving 100% agreement betwixt coders.
RESULTS
Engagement in the ClueConnect game increases students' comprehension of cadre terminology related to the integumentary, skeletal, muscular, and nervous systems.
The primary purpose of creating the ClueConnect game was to aid students in learning anatomy and physiology vocabulary and to make the learning experience fun. To address the get-go objective, pupil operation on the pretest/posttest/and delayed posttest was analyzed using repeated-measures ANOVA procedures with Bonferroni adjustment to identify firsthand learning gains associated with the game equally well equally short-term retention of knowledge during the menstruum betwixt completion of the activities and the corresponding unit exams.
Results indicated statistically pregnant pretest/posttest learning gains for each unit as well as significant posttest/delayed posttest gains for units related to the skeletal and muscular systems. Student scores on the postgame tests increased past an boilerplate of three points immediately after gameplay, with an average posttest increase of 3.20 points for the skeletal system unit and three.08 points for the muscular system (Fig. 3). Cohen's d values for pretest/posttest comparisons across units ranged from 1.35 to one.82, indicating big effect sizes (paired t-test; data non shown). Overall, pupil performance on the unit posttests demonstrated that playing the game improved their immediate knowledge and recall of terms.
Fig. 3.Average student performance on the pretest/posttest/and delayed posttest assessments stratified by unit. *P < 0.001.
To further assess if playing the game increased students' short-term retention of noesis, a delayed posttest was embedded in each unit's exam. Results of the delayed posttests revealed an boilerplate increase of three.80 points compared with the pretests, with students scoring, for instance, an average of 4.41 points higher in the skeletal system unit and 5.10 points higher in the muscular system unit. Students gained an additional bespeak, on average, betwixt the posttest and delayed posttest (Fig. 3). These data suggest that the game helped students both retain data and improve fix for the exam.
Pupil perceptions of the game.
In addition to assessing the touch on of the ClueConnect exercises on students' comprehension of course terminology, student perceptions nigh the game were nerveless for each unit to determine if students perceived the activeness every bit fun and beneficial to their learning. Median scores on Likert-detail questions suggested that students found ClueConnect to be moderately helpful in learning terminology and preparing for unit of measurement exams also as moderately enjoyable (Table 2).
| Learning Terminology | Prepares for the Unit of measurement Exam | Fun to Play | |
|---|---|---|---|
| Unit 1: integumentary system | 4.00 | iii.00 | 4.00 |
| Unit of measurement ii: skeletal system | 3.00 | three.00 | 4.00 |
| Unit iii: muscular system | 3.l | 3.00 | 3.00 |
| Unit four: nervous system | 3.00 | three.00 | three.00 |
For instance, students rated the prompt "Did the game help you learn the course terminology?" with median scores ranging from iii.00 to 4.00 (out of 5.00) across the four units. The integumentary arrangement received the highest score, with a median of 4.00 (Table 2). Students commented, specifically, that the game facilitated their acquisition and agreement of course vocabulary, with statements such equally: "Yep, it works well for both the clue givers and the guesser to assess their knowledge of the vocabulary" and "The game mostly helps review vocab words, so it is especially beneficial when a chapter has a lot of new vocabulary."
When asked if ClueConnect helped them ready for exams, students rated the game a median score of 3.00 (out of 5.00) overall (Table 2). Interestingly, not all students recognized the game as a learning tool: "The game is fun and temporarily helps with explaining concepts and structures. I wouldn't use it every bit a way to study, the exams are far more than in depth understanding than what the game covers." Others felt the game revealed gaps in cognition: "It helped me realize what I needed to become back and report based on my lack of knowledge on some of the subjects during the game." Yet another felt that the game "helped with terminology and figuring out and connecting words and ideas together. Playing that game allows me to and then acquire and study what I couldn't guess, and helped me with the concept map and quiz games in form later on in the week."
In determining if ClueConnect was fun to play, students rated both the integumentary arrangement and skeletal system units the highest, with a median score of 4.00 (out of 5.00) for each unit (Table 2). One pupil remarked "I thought the game was fun and helped me larn what I needed to." Others commented on how information technology made reviewing the textile more enjoyable: "Go on doing it. Games like that brand studying fun" and "It is a fun way to know which vocabulary words you lot should know and larn them!"
A Kruskal-Wallis exam was later on used to examine betwixt-unit differences in student responses. The results indicated a statistically significant difference in students' perceptions of the utility of each unit's game in regard to its helpfulness in mastering terminology [χ2 (three) = 9.48, P = 0.024] and preparing for the unit exam [χtwo (three) = 10.99, P = 0.012] as well as the degree to which each unit'south game was fun to play relative to one some other [χ2 (3) = 14.71, P = 0.002]. Planned Mann-Whitney U-comparisons with Bonferroni correction revealed that the ClueConnect game was perceived to exist more beneficial for the integumentary arrangement unit than whatever of the other units (Table 3). No statistically pregnant differences betwixt unit 2, 3, and 4 exercises was observed (P ≥ 0.103 for all comparisons).
| Comparison | Learning Terminology | Prepares for the Unit of measurement Exam | Fun to Play |
|---|---|---|---|
| Unit of measurement one–unit of measurement 2 | 357.50* | 354.00* | 385.50 |
| Unit 1–unit 3 | 465.00 | 483.00 | 364.fifty* |
| Unit 1–unit 4 | 387.fifty | 371.l* | 306.00† |
| Unit ii–unit of measurement iii | 484.00 | 453.00 | 550.00 |
| Unit ii–unit 4 | 552.00 | 555.50 | 464.00 |
| Unit of measurement 3–unit 4 | 509.00 | 475.00 | 483.l |
Students expressed that the game might exist more than suitable for some units than for others when presented with the following prompt: "Recall most the game overall across the semester. Are at that place sure units or topics for which the game works improve?" Many students (n = 15) indicated that they did not find the exercise helpful or enjoyable for unit four (the nervous organisation), although they found it beneficial for previous units. This perception, as i educatee stated, was likely due to the fact that "it works improve for smaller units; for the nervous organization, we had so much thrown at us, information technology was impossible to remember" and that "With the nervous system, there were so many more terms to know simply the terms also related to so many different things it was hard to go along track of them all." Importantly, however, analysis of qualitative data collected at the end of the semester largely revealed that ClueConnect was perceived as beneficial beyond most units of the form.
When asked if ClueConnect should be continued in future semesters of the course, pupil responses indicated a continued demand for the game. Students' overall assessment of the ClueConnect game was positive. More than 86% of participants (northward = 31) indicated that the game should be used in futurity semesters, citing, for example, that "it keeps us aware of what we need to know and don't know, and that tin assistance us determine what we demand to work on in the futurity." Another student stated that "information technology helps me sympathize concepts better and it helps me know if I understand it myself. If I can't explain it, I don't know information technology." This theme was evident throughout numerous responses, suggesting an integral role of the ClueConnect game in enhancing students' power to recognize cardinal terminology throughout the duration of the course. Students besides reemphasized the value of the ClueConnect exercises as a study mechanism to gear up for course exams. For instance, one student asserted "I recommend the game because information technology's a kind of secret written report component in which groups are having fun while learning. [I] learn more because [I am] enjoying knowledge rather than fugitive the drag of repetition and regurgitation to remember vocabulary."
Finally, compared with other class learning activities (lecture, animations, concept mapping, Venn diagrams, Jeopardy, laboratories, and process-oriented guided-inquiry learning exercises), students ranked ClueConnect identically in its effectiveness at promoting understanding of course content, including course terminology, with a median score of 4.00 of 5.00 for all activities (information not shown). One educatee commented that "the game's greatest value is the word it starts." Some other felt that all active learning exercises in the course aided their learning, indicating that it was of import to "keep doing information technology all."
DISCUSSION
The ClueConnect game provides a versatile and fun mode for students to review and reinforce their knowledge of beefcake and physiology terminology. Furthermore, the results demonstrated statistically significant comeback in students' noesis of course vocabulary after gameplay, with learning gains credible both immediately afterward each game as well as one wk later.
Student perceptions regarding the usefulness of the game for learning course terminology and preparing them for exams varied beyond each unit, with the bulk of students rating the game equally about helpful for the integumentary organization and as least helpful for the nervous organization. Critical analysis of the collected survey data coupled with informal classroom observations suggest that median scores on Likert-item questions may have been moderate because not all students were cognizant of their own learning. For instance, when students struggled with the terminology during gameplay, they often spent time looking up the data in their textbooks or notes and discussing the concepts with one another. Despite this breezy report time, students often considered the game unsuccessful if their peers could not guess the terms. Chiefly, while students did not e'er recognize this process as a significant function of their learning, their functioning on subsequent posttests argued otherwise, with students scoring an boilerplate of three points higher after the game. Thus, ClueConnect worked successfully every bit a review tool even if the students themselves did not perceive that they were learning every bit a effect of engaging in the game. Furthermore, students' written feedback at the terminate of the semester indicated that the game was considered valuable for reinforcing course terminology and encouraging them to study, with 86% of students recommending the game for futurity semesters of A&P1.
While students' learning cannot be definitively attributed to the game itself rather than simply time spent with the textile, it is clear that the game is an effective learning strategy to primary course content. The game carries additional benefits to students over studying on their own as it allows students to consider the perspectives of their peers and reinforces teamwork skills. To make their review sessions more fruitful, some students admitted to modifying the game throughout the semester, adding their ain verbal clues along with the clue cards or creating stories to link the terms together as they played. Others would use the provided diagrams to help their peer guess the terms. Their accommodation of the game allowed students to review course terminology, decide which concepts they did not fully grasp, and so discuss it with their peers, yielding marked and statistically significant improvement on postgame assessments. At the same time, the game provides faculty members who teach in flipped or agile learning classrooms a novel method for students to review fabric. Indeed, in written feedback, several students commented that the novelty of the ClueConnect game aided in their learning. Current research in science, engineering science, engineering, and mathematics education shows improved outcomes for students in classes that comprise active learning. Adding activities similar ClueConnect allows students to practice and apply their knowledge, which increases their success. ClueConnect is an effective supplement to existing teacher resources to heighten students' learning (half dozen, 7).
There are a few limitations to the game in its current format. For case, when students were allowed to grade their own groups, they tended to gravitate towards peers who performed at a similar level, and this fabricated the game problematic if no one in the grouping was prepared. In some cases, students had non studied before the game, and then it was hard for them to recall terms, and this led to frustration for some of the groups. Possible solutions to these issues include mixing upwards the groups or assigning students randomly so that groups are composed of individuals with a range of abilities and preparation levels. Providing a list of vocabulary terms at the start of the unit and allowing students to refer to the sheet during the game may also make the game more effective by narrowing their choices. This approach too allows the students to review the unit of measurement's terms before playing the game, which may make the activity more enjoyable.
Several students commented that they felt concepts from the game were not covered on the unit exams or that they wanted to have their pre- and posttests dorsum so that they could see what they were getting incorrect. After this feedback, the teacher made it a exercise to briefly review concepts that consistently were wrong on the posttests and to circle the embedded posttest questions when scoring the unit of measurement exams to let the students to track their operation. This practice appeared to motivate students in subsequent iterations of the game to piece of work to learn the terms, as they knew they would announced on the exams.
The majority of students felt positive near the game, and several had suggestions for improving ClueConnect in hereafter semesters. These suggestions include allowing the use of exact cues/discussion in addition to game tiles, the addition of topic headers to narrow the focus for each round of the game, using pictures as clues in improver to words, and writing the definition of the terms on the dorsum of the cards to aid clue givers and to allow them to verify they are giving valid clues. Additional ideas for gameplay include having student groups compete with one some other to meet who can judge or locate a term first. Game kits can be loaned out to those students who desire to play on their own to review before exams. Finally, the game presented here was printed on cardstock. Modifications to make the game more durable include using laminated pieces or press on magnetic sheets or using a whiteboard to write clues to reduce preparation time and printing costs.
In conclusion, the ClueConnect game is a low-cost, fun, and constructive way for students to review anatomy and physiology vocabulary and is easily adaptable to a multifariousness of courses at both the introductory and avant-garde level.
DISCLOSURES
No conflicts of interest, fiscal or otherwise, are declared by the author(south).
Writer CONTRIBUTIONS
Author contributions: Thousand.One thousand.B. and J.T.O. conception and design of research; Thousand.M.B. performed experiments; Thou.One thousand.B. and J.T.O. analyzed data; 1000.M.B. interpreted results of experiments; Yard.M.B. and J.T.O. prepared figures; Thou.M.B. drafted manuscript; Grand.M.B. and J.T.O. edited and revised manuscript; Thousand.1000.B. and J.T.O. approved final version of manuscript.
FOOTNOTES
ACKNOWLEDGEMENTS
The authors thank the Human Beefcake and Physiology Society (HAPS) members who added clue cards to the deck at the HAPS Almanac Briefing workshop in San Antonio, TX.
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Source: https://journals.physiology.org/doi/full/10.1152/advan.00106.2015
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