Interactive Studymate-Generated Electronic Study Aids: Do Students Find Them Useful as Learning Resources?
Abstract
There are benefits to integrating interactivity and prompt feedback into instruction. Also, many of today's students prefer electronic gaming and learning. Hence, the integration, into teaching, of interactive, game-based electronic learning resources that provide instantaneous feedback can be desirable from both student and instructor perspectives. A study was conducted at Georgia Southern University (Georgia, USA) in which electronic study aids (ESAs), in the form of ‘Flash Cards', ‘Quizzes', ‘Challenge Games' and ‘Crossword Puzzles', were made available to freshman-level chemistry students. At semester's end, students completed an anonymous survey designed to determine how they used the ESAs, solicit their perceptions of the ESA's effectiveness, and obtain feedback on their ESA preferences. The presenter will describe his motivations for using ESAs, briefly overview the program StudyMate ? , which was used to generate the ESAs, describe the study's results, and describe the evolution of the place of ESAs in the instructor's pedagogy.
Location
Room 2911
Recommended Citation
Kreller, David, "Interactive Studymate-Generated Electronic Study Aids: Do Students Find Them Useful as Learning Resources? " (2009). SoTL Commons Conference. 100.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2009/100
Interactive Studymate-Generated Electronic Study Aids: Do Students Find Them Useful as Learning Resources?
Room 2911
There are benefits to integrating interactivity and prompt feedback into instruction. Also, many of today's students prefer electronic gaming and learning. Hence, the integration, into teaching, of interactive, game-based electronic learning resources that provide instantaneous feedback can be desirable from both student and instructor perspectives. A study was conducted at Georgia Southern University (Georgia, USA) in which electronic study aids (ESAs), in the form of ‘Flash Cards', ‘Quizzes', ‘Challenge Games' and ‘Crossword Puzzles', were made available to freshman-level chemistry students. At semester's end, students completed an anonymous survey designed to determine how they used the ESAs, solicit their perceptions of the ESA's effectiveness, and obtain feedback on their ESA preferences. The presenter will describe his motivations for using ESAs, briefly overview the program StudyMate ? , which was used to generate the ESAs, describe the study's results, and describe the evolution of the place of ESAs in the instructor's pedagogy.
