Effectiveness and Satisfaction Clause Samples
Effectiveness and Satisfaction. The game of ▇▇▇▇ et al. (2001) was evaluated by the students after the session through two open-ended questions and a questionnaire. In the questionnaire they made use of a five-point Likert scale going from strongly disagree to strongly agree. They got a total response of 123 students out of 167 students that were present. The results showed that the game was perceived as satisfactory or even more than that by over 92 percent of the students. It was perceived as fun and the issues that were covered, were perceived as relevant. It also helped them understand the sociological material and stimulated their engagement. The game created more interaction between students and the instructor. This is one of the major advantages of active learning. No research was done in terms of effectiveness. ▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇ (2005) Different types of courses Yes Yes Connect Four - AIS Transaction Cycles Game ▇▇▇▇▇▇▇ & ▇▇▇▇▇▇▇ (2014) Different types of courses Yes Yes Bingo - The Body Show Coco et al. (2001) Different types of courses Further research needed Yes
Effectiveness and Satisfaction. The results of the survey showed that Jeopardy! is an effective pedagogic method. Students also found the game helpful for their learning process and it made them think more critical. The game made the learning process more entertaining and fun and the game serves as an beneficial assessment-tool. It also had an increased impact on student participation both during and after the game.
Effectiveness and Satisfaction. ▇▇▇▇▇▇▇ and ▇▇▇▇▇▇▇ (2014) found that the Connect 4 game increased the understanding of the material by the students. Students also thought that the game was enjoyable and made them increase their learning. ▇▇▇▇▇▇▇ and Wygel (2009) found that their game was effective for student learning and their game was viewed as an interesting learning activity.