title: Effectiveness of interactive, online games in learning neuroscience and students' perception of the games as learning tools. A pre-experimental study.
abstract: Neurological concepts applicable to a doctorate in occupational therapy are often challenging to comprehend, and students are required to demonstrate critical reasoning skills beyond simply recalling the information. To achieve this, various learning and teaching strategies are used, including the use of technology in the classroom. The availability of technology in academic settings has allowed for diverse and active teaching approaches. This includes videos, web-based instruction, and interactive online games. In this quantitative pre-experimental analysis, the learning and retention of neuroscience concepts by 30 occupational therapy doctoral students, who participated in an interactive online learning experience, were assessed. The results suggest that student use of these tools may enhance their learning of neuroscience. Furthermore, the students felt that the sites were appropriate, beneficial to them, and easy to use. Thus, the use of online, interactive neuroscience games may be effective in reinforcing lecture materials. This needs to be further assessed in a larger sample size.
authors.affiliation: Belmont University School of Pharmacy, Nashville, TN 37212, USA. marilyn.odom@belmont.edu
authors.forename: Marilyn E
authors.initials: ME
authors.lastname: Thompson
authors.forename: Ruth
authors.initials: R
authors.lastname: Ford
authors.forename: Andrew
authors.initials: A
authors.lastname: Webster
mesh_terms: D000328:Adult; D004500:Education, Graduate / Q000379:methods*; D004521:Educational Measurement; D005260:Female; D006801:Humans; D008297:Male; D009488:Neurosciences / Q000193:education*; D009788:Occupational Therapy / Q000193:education*; D018709:Statistics, Nonparametric; D018910:Video Games