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Webinar - Applications for Raptivity in the University Classroom

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Raptivity has conducted a webinar - "Applications for Raptivity in the university classroom" on May 11, 2016. The session was presented by Dr. Lisa Vinney, Assistant Professor in the Communication Sciences and Disorders Department at Illinois State University and Dr. Katherine Verdolini Abbott, Professor of Communication Science and Disorders at the McGowan Institute for Regenerative Medicine at the University of Pittsburgh. The webinar showed recent research by Dr. Vinney on learner engagement and retention.

Highlights of the webinar:

- Design of the research on game and activity based learning
- Results of the research and potential study implications
- Case study inspired by the research on how mini-quiz games can be used in university classrooms
- Future opportunities to use interactions effectively in classroom or online setting

Published in: Education
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Webinar - Applications for Raptivity in the University Classroom

  1. 1. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Applications for Raptivity in the University Classroom Webinar
  2. 2. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. If you cannot hear the audio: 1. Click the arrow icon at the upper right, in the webinar panel 2. Expand the Audio section 3. Click the Audio setup 4. If necessary, choose the Use Telephone option to see a phone number you can use
  3. 3. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Speakers Lisa Vinney PhD, CCC-SLP Assistant Professor Illinois State University K. V. Abbott Ph.D., CCC-SLP Professor University of Pittsburgh
  4. 4. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Education in Speech-Language Pathology Clinician Student Goal: Knowledge & Skill
  5. 5. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. How do we engage the learner?
  6. 6. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Mini Quiz Games (MQGs)
  7. 7. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. The Testing Effect ►Taking a test on studied material likely promotes: ►Knowledge retrieval ► (Paul, Messina, & Hollis, 2006; Kapicke & Blunt, 2011) ►Calibration of knowledge through immediate and corrective feedback ► (McDaniel, Anderson, Derbish, & Morrisette, 2007; Dwyer & Cameron, 2005; Dihoff, Brosvic, Epstein, & Cook, 2004) ►Transfer appropriate processing ►(Morris, Bransford, & Franks, 1977)
  8. 8. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Use of games in education
  9. 9. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Focus Group Results
  10. 10. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Gap in Knowledge ►Do electronic content-specific educational games improve learning and test performance in college students beyond traditional study methods? Vinney L.A., Howles L., Leverson G., & Connor N.P. (in press). Augmenting college students' study of speech-language pathology using computer-based mini quiz games. American Journal of Speech-Language Pathology.
  11. 11. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Hypothesis MQGs + Traditional Studying MQGs Alone Will result in substantial gains in immediate recall and longer-term retention when compared with conventional study alone or no content review (control condition).
  12. 12. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Hypothesis Students will perceive MQGs more positively than traditional studying.
  13. 13. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Subjects ►93 Undergraduates ►Native English speakers ►Ages 18-23 ►No documented learning disability/cognitive impairment
  14. 14. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Groups Traditional Studying Games Both Control (no games or studying)
  15. 15. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Studying=24 Pre-test & questionnaire Game=23 Both=23 Lecture Immediate Recall Posttest & Questionnaire Control=23
  16. 16. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Longer-term Retention Follow-up Test=75 ***3 days Later*** Studying=18Game=19 Both=20 Control=18
  17. 17. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Games ►Jeopardy ►Voice Vocabulary Challenge ►Million Dollar Quiz
  18. 18. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Games
  19. 19. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Games
  20. 20. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Games
  21. 21. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. 0 5 10 15 20 25 30 35 40 Mean%DifferencebetweenPretest &Posttest(adjustingforpretest) Control Games Games & Study Study Average Difference between Pretest & Posttest by Group *
  22. 22. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. 0 5 10 15 20 25 30 35 40 Control Games Games and Study Study Mean%DifferencebetweenPretest& Follow-upTest(adjustingforpretest) Average Difference between Pretest & Follow-up Test by Group *
  23. 23. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Are games a viable study method? ►All Groups (93 participants) ►YES (88%, n=81) ►NO (12%, n=11)
  24. 24. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Did playing MQGs facilitate learning of lecture content? ►Games & Games/Study Groups only (46 participants) ►Yes (93%, n=43) ►No (7%, n=3)
  25. 25. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Were MQGs perceived as more or less effective than studying? ►Games/Study Group only (33 participants) ►More Effective (88%, n=29) ►Less Effective (9%, n=3) ►Just as Effective (3%, n=1)
  26. 26. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Which game was preferred? ►Games & Games/Study Groups only (46 participants) ►Million Dollar Quiz (52%, n=24) ►Voice Vocabulary Challenge(7%, n=3) ►Voice Jeopardy (17%, n=8) ►No Preference (24%, n=11)
  27. 27. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Discussion ► MQGs may be as effective as studying in facilitating recall of recently learned foundational information ► Many students would rather play games than study ► Studying was not significantly better at promoting longer-term retention than no intervention ► MQGs were generally perceived as a viable study method by all participants and as more effective in facilitating new content than traditional studying by Games and Study group members. ► Results are preliminary and should be considered in the context of the current study methodology.
  28. 28. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Conclusion ►MQGs are: ►Quick to learn, easy to play ►Easily implemented into many educational models ►Likely to facilitate recall and retention of knowledge at lower levels of Bloom’s taxonomy (Bloom, 1956)
  29. 29. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Questions http://engage.doit.wisc.edu/sims_games/showcase/speechpathology/index.html https://csd.wisc.edu/slpgames/
  30. 30. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. References Bloom, B. S. (1956). Taxonomy of educational objectives. Handbook I: Cognitive domain. New York, NY: Longman. Dihoff, R. A., Brosvic, G. M., Epstein, M. L., & Cook, M. J. (2004).Provision of feedback during preparation for academic testing: Learning is enhanced by immediate but not delayed feedback. The Psychological Record, 54, 207–231. Dwyer, F. M., & Cameron, B. (2005). The effect of online gaming, cognition and feedback type in facilitating delayed achievement of different learning objectives. Journal of Interactive Learning Research,16, 243–258. Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331, 772–775. McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N.(2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19, 494–513. Morris, C. D., Bransford, J. D., & Franks, J. J. (1977). Levelsof processing versus transfer appropriate processing. Journal of Verbal Learning & Verbal Behavior, 16, 519–533. Paul, S. T., Messina, J. A., & Hollis, A. M. (2006). A technologyclassroom review tool for general psychology. Teaching of Psychology, 33, 276–279. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6. Vinney L.A., Howles L., Leverson G., & Connor N.P. (in press). Augmenting college students' study of speech-language pathology using computer-based mini quiz games. American Journal of Speech-Language Pathology.
  31. 31. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. ► Co-Investigator and Mentor ► Dr. Nadine Connor ► Professor of Communication Sciences and Disorders & Surgery at University of Wisconsin-Madison ► Co-investigator ► Mr. Les Howles ► Faculty Associate of the Division of Continuing Studies at University of Wisconsin Madison ► Co-investigator and statistician ► Dr. Glen Leverson ► Senior Scientist at University of Wisconsin-Madison for the School of Medicine and Public Health ► University of Wisconsin-Madison Engage to Learn Program ► Dr. Lori Bakken ► Associate Professor of Human Ecology at the University of Wisconsin-Madison Acknowledgements
  32. 32. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Speakers K. V. Abbott Ph.D., CCC-SLP Professor University of Pittsburgh
  33. 33. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. ►Reviewed paper by Vinney et al. (in press). ►Findings on the potential utility of electronic game platforms for teaching in voice disorders. Origins
  34. 34. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. ►Obtained free trial version of Raptivity. ►Received guidance from Dr. Vinney and the outstanding Raptivity team in programming. Next steps
  35. 35. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. ►Clinical master’s level course in Voice Disorders ►Students in the last semester of their 2-yr M.A. program; work all day and come to class at night; most not particularly interested in voice (more interested in child speech and language etc.) Application
  36. 36. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. ►How to enhance their in-class learning? ►How to keep them awake? Application
  37. 37. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. ►Cognitive effort enhances learning (citations x 1 million) ►Repetition enhances learning (citations x 1 million) ►Fun enhances learning (citations x 0.05 but intuitive) ►Keeping students awake enhances learning (citations x 0 but clear) Theory
  38. 38. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. ►Stated differently: Games are involved, but underlying theoretical underpinnings are non-trivial. Theory
  39. 39. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. ►Several lectures organized in approximately 10-minute segments, that covered a specific topic ►Raptivity quiz then emailed to students in class, for their immediate response and our collective review Specifics
  40. 40. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Examples Vocal fold oscillation
  41. 41. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Examples Semi-occluded vocal tract
  42. 42. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Examples Biology of vocal fold wound healing
  43. 43. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Examples Vocal effort and dehydration
  44. 44. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Examples Factors affecting voice output intensity
  45. 45. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Examples Factors affecting vocal fold impact stress
  46. 46. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Examples Acoustic measures
  47. 47. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. ►Voice assessment ►Case history ►Voice-related quality of life, effort measures, perceptual measures of voice ►Physiological measures ►Acoustic measures of voice Examples
  48. 48. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. ►Controlled study not done as by Vinney et al. ►Informal observations and reports ►Students liked class and didn’t want to miss due to “value of game activities” ►Students vastly more engaged than for other evening courses (by report of other professors) ►Students generally appeared to do better on exams on relevant materials compared to exams from previous years (informal observation) ►Post-course student evaluations indicated Raptivity games were among the “best” parts of the course Results
  49. 49. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. ►Extend and deepen games in class (e.g., Wisconsin games posted) ►Possibly create a bank of games to share across instructors (challenge is that different instructors cover different information in voice disorders courses at different institutions) Future directions
  50. 50. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. ►Ask students to create their own games and swap with partners or other class members ►Challenge due to cost and due to difficulties with Mac platform for now Future directions
  51. 51. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Summary and conclusions ►Absolutely worth the investment ►Student involvement (based on their reports) ►Student learning (apparently) ►Instructor amusement
  52. 52. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Merci
  53. 53. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Questions http://engage.doit.wisc.edu/sims_games/showcase/speechpathology/index.html
  54. 54. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. Meet The Rapid Interactivity builder
  55. 55. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. ►190+ customizable interactions (diagrams, exercises, games, simulations, videos…) ►Do-It-Yourself interface ►HTML5 & Flash publishing options ►Tracking Support (SCORM, xAPI, AICC) ►Multi-Language Support ►Seamless Integration with Authoring Tools, LMS, websites, PPT & more Some highlights
  56. 56. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved.
  57. 57. Copyright © 2016 Harbinger Knowledge Products Pvt. Ltd. All Rights Reserved. For any queries: info@raptivity.com www.raptivity.com Thank You

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