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The use of Livescribe &[trade] Echo ® pen recordings to make videos of Jeopardy‐like questions to encourage spaced out, interleaved study by students
Author(s) -
Chapman Jane S,
DenofrioCorrales Lauren
Publication year - 2017
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.31.1_supplement.576.39
Subject(s) - tracking (education) , test (biology) , function (biology) , psychology , mathematics education , medical education , computer science , medicine , pedagogy , paleontology , evolutionary biology , biology
Oftentimes in the first semester of A&P, the structure and function of muscle fibers and neurons provides students with their first exposure to how things function at a molecular and mechanistic level which can be quite daunting and overwhelming. Exams assessing student understanding of those topics usually have the lowest average of all the unit exams. Trying to find ways to help students be successful in learning these foundational topics is of continual interest to the authors. Feedback from reflective questions on exams indicated that many students were making and using flashcards to study for the exams, in a one and done fashion, using them only for that exam despite the accumulative nature of exams over the course of the semester. In an effort to reduce the time students spend on making flashcards, a method that doesn't easily or always translate into durable learning and application of concepts, the Livescribe ™ Echo ® pen was used to make “Jeopardy‐like Flashcard” videos which were posted on a classroom management system and assigned in an interleaved, spaced out manner by the instructor. Enabled tracking statistics were used to ascertain student use of the Jeopardy‐like flashcard videos to see if viewing the videos could be linked to improved performance on content‐related test questions. Topics for the Jeopardy‐like flashcards, included in this preliminary study, were muscle anatomy, muscle physiology and neuron physiology which were all topics covered the on the subsequent unit exam. Preliminary results suggest that students who viewed the Jeopardy‐like flashcard videos tended to do better on the knowledge and comprehension part of the exam as well as the application part of the exam.