Increased Engagement, Satisfaction and Learning through pre-class activities - Associate Professor Jennifer Wilson Griffith University - HERDSA
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Increased Engagement, Satisfaction Associate Professor Jennifer Wilson
and Learning through pre-class Griffith University
activities
Image:https://static.wikia.nocookie.net/muppet/images/9/93/Labs.firepaper.jpg, author’s own
Acknowledgement
of Country
I acknowledge the Wangerriburra
people, Traditional Custodians of Mount
Tamborine, the land on which we meet
today. I pay my respects to all Elders past
and present. I extend that respect to all
Aboriginal and Torres Strait Islander
peoples.
Image:https://upload.wikimedia.org/wikipedia/commons/0/03/Curtis_Falls.jpg, author’s own
The winning team
The problem Why we needed to change
Frustrated Image:https://geekdad.com/wp-content/uploads/2014/03/declutter-part1-feature1-1280x720.jpg
What was the issue?
Students:
Lack of engagement pre-lab prep
Last minute approach
Negative attitudes
Poor learning experience
Academics and lab staff :
Stressed
Rushed
Produce more and more materials to
compensate
Frustrated
Image:https://thumbs.dreamstime.com/z/guy-cheating-exam-1957689.jpg, author’s own
Why engage before the lab?
“Successful laboratory learning is
improved by increased student
preparation”
(Johnstone et al., 1998, Stieff et al., 2018).
Image: https://c.tenor.com/-DSYvCR3HnYAAAAC/beaker-fire.gif
Image:https://upload.wikimedia.org/wikipedia/commons/thumb/3/3f/Scientists_are_working_in_the_lab.14.jpg
What does the
evidence tell us?
• Student prep for labs is
vital (Canal et al 2016)
• Laboratories are both
conceptually and
procedurally demanding
(Seery 2020)
• Sophomore slump
contributing?
(McBurnie et al, 2012)
Image: https://upload.wikimedia.org/wikipedia/commons/2/22/Gamification-in-business-illustration-web.jpg
Engagement?
Students are the decision-makers in
when and how they will ‘pay
attention’ (de Castell, 2004)
Prelab videos increase engagement
if used (Stieff et al., 2018)
Gamification Design Principles
increase engagement
(Dicheva et al., 2015)
Teaching competes with other online
attractions for time
Teaching methodology needs to
evolve and keep pace with modern
learning approaches
The solution A new design
Laboratory preparation gamification
Image: https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcT1b28C-Ll-RoyfLNtEe5eWxJeddw4y7HYX6tgCwpmyT16f6442TxFjO-0kSiWbKbXLXmo&usqp=CAU
Humour increases student
engagement and learning
(Masek et al., 2019; Pretorius et al, 2020).Door 1 Theory
Employability “The cute story-telling and making
me feel like I'm becoming a proper
lab researcher. Also, the tips about
the CV that are given in each Smart
Sparrow”Employability If you secure a job for
a science equipment-
based company, you
may have to man a
marketing stall at expos
or conferences. You will
need to be able to
Employability
explain the uses. Select
all the uses of GFC.
examples When you successfully
gain employment, it is
important to understand
your equipment, including
other names for the same
processes or equipment.
Which of the following
is/are another term for
GFC? (Select all that apply)Door 2 Equipment & Technique
Door 3 Performance Test
Student Feedback on the performance test
The "one-chance" method of the preparatory quiz
was surprisingly engaging. There was a great
punishment for getting questions wrong; So you had
BEST BELIEVE that you would remember the answer
and by extension, the concept for the next Lab. It
also made it really fun, much like a competitive game.
I genuinely jumped out of my seat in celebration.
I love this methodThe performance Test
The performance Test
Rapid Evaluation Our partners in development
Students as Partners
Labs = GOAL-PM
1. Fold it
2. Enzymes
3. Gel Filtration Chromatography
4. Ion exchange chromatography
5. SDS PAGE
Image:https://i.ytimg.com/vi/GwwRbM0NAIQ/maxresdefault.jpg, https://static.wikia.nocookie.net/muppet/images/3/3d/TMS-Statler/Waldorf-BalconyBox.jpgCritical lessons • Some bugs this week...was unable to progress at one point during the equipment section • I wish there would be some sort of progress bar to know how far you have come, particularly with the theory because it is quite long • More explanation needed on molecular weight markers and how to read the table. Clearer explanation needed on mg/ml concentration of BSA
The world turns
On many axesImage:https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcT1qbzUYAFGO-rx3xfSW5cgxxCQE50sD3tbbdtpJuJHnL_e9FkJvD7tnJMI994OZV-0IHo&usqp=CAU
The bird has flown!
JANUARY 2020
Image: https://s3.amazonaws.com/wp-media-es/2020/01/23164141/GettyImages-1089823226.jpgResults What we found
Student engagement
Table 1:
Fold-it Enzymes IEC GFC SDS-PAGE
Modules:
Years 2019 2020 2019 2020 2019 2020 2018 2019 2020 2019 2020
Average
95% 100% 95% 100% 80% 100% 77% 62% 100% 58% 100%
Grade %
Lesson
98% 96% 98% 94% 98% 98% 94% 97% n/a 96% n/a
completion %
Median time 1hr 1hr 1hr 1hr 1hr 1hr 1hr 1hr 1h
n/a n/a
hour/minute 16m 7m 58m 50m 42m 33m 28m 24m 14mStudent opinion 2020 n=154
What was positive about the module? What was negative about the module?
Multimodal/interactive Organisation / structure / format
Platform/ Tech issues / glitches
Organised / easy to follow / accessible
Repeating content or being sent back
Understood Content and theory
Time wasted / time consuming
Practical demo / Felt prepared for lab
Nothing negative
Study better / Consolidated / revision tool
Themes
Themes
Frustrating / stressful
Fun / Entertaining / Engaging / humour
Mismatch info or false negative
Platform / instant feedback / adaptivity
Lack of Progress bar / indicator
Cartoons / Characters
Difficult content / overly complex
Encouragement / progress bar
Cartoons / Characters
Good use of time
Could be more interactive
Use of analogies/ storyline Need more challenge
0 20 40 60 80 100 120 0 10 20 30 40 50
Frequency Frequency
What was interesting about the module?
End of module survey
Multimodal /Interactive delivery
Cartoons / Characters
Use of analogies/ storyline
Fun / enjoyable
Study better / recurring themes / reusable
Understood Content and Theory
Liked the platform
Themes
Small pieces of info/Chunking/Accessible
Practical demonstrations
Different ways Q’s were asked
Extra information provided
Nothing
Encouragement
Real job connection
Fortnite dances
0 5 10 15 20 25 30 35
FrequencyThematic Analysis Thematic analysis
What students think Smart Sparrow was a great way to prepare for labs. I've previously attended labs where I've had no idea what was going on. I particularly like the emphasis on why we are doing what we are doing in the labs and what this will achieve, as well as why we want to achieve this
What Tutors think They knew what and when tasks needed to be completed and the expected results. When results were inconsistent, students were able to troubleshoot the experimental protocol. …“our graph wasn’t following the same trend as the one on Smart Sparrow so we repeated it with a fresh enzyme and our numbers changed, can you confirm our theory is correct?”, rather than, “is our graph correct?”
> 95%
Outcomes? Engagement
Student Engagement Copying before class
Student Confidence Equipment
In class behaviours breakages
Deeper learning What do I do? Q’s
New questions Staff reteaching
> 1hr prep time Student and staff
Academic knowledge rushing to complete
Positive attitudes to prep Staff time to reset
Staff satisfaction
Staff confidenceEquity and diversity ramifications • Alternately abled • International • Interstate • Working • Family responsibilities • Differing academic abilities • Students ill on the day the lab is scheduled
Expansion Widening participation
What happened next?
COVID – 19
2018
2020
1 pre-lab game - Smart Sparrow 15 Fully online Labs + 2 content modules
2008MSC Structural Biochemistry 1001MSC, 1015MSC Chemistry of Biol. Systems I & II
2008MSC Structural Biochemistry
5 Pre-lab games – Smart 5 Fully online Labs + 42+ content
Sparrow modules
2008MSC Structural Biochemistry 1001MSC, 1015MSC Chemistry of Biol. Systems I & II
2008MSC Structural Biochemistry
2019 2011MSC Metabolism
2021What now? 2022 Expand to more 2nd year Chemistry and Biochemistry courses: 2014MSC Organic Chemistry 2005MSC Biochemistry 2011MSC Metabolism
The Health Group, Griffith University is
acknowledged for the initial L&T Grant to
make this intervention possible and for
Acknowledgements subsequent grants to implement the solution
more widely.
We thank School of Medical Science for
ongoing financial support.References Booth, C., Cheluvappa, R., Bellinson, Z., Maguire, D., Zimitat, C., Abraham, J., & Eri, R. (2016). Empirical evaluation of a virtual laboratory approach to teach lactate dehydrogenase enzyme kinetics. Annals of Medicine and Surgery, 8, 6-13. https://doi.org/10.1016/j.amsu.2016.04.2019 Canal, J. P., Lowe, J., & Fong, R. (2016). Improving Students’ Practical Laboratory Techniques through Focused Instruction and Assessment. In Technology and Assessment Strategies for Improving Student Learning in Chemistry (Vol. 1235, pp. 137-157): American Chemical Society. DeKorver, B. K., & Towns, M. H. (2015). General chemistry students’ goals for chemistry laboratory coursework. Journal of Chemical Education, 92(12), 2031-2037. https://doi.org/10.1021/acs.jchemed.5b00463 Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Educational Technology & Society, 18(3), 75-88. Ifenthaler, D., Gibson, D., & Zheng, L. (2018, Oct 21-23). Attributes of engagement in challenge-based digital learning environments [Paper presentation]. International Association for the Development of the Information Society (IADIS) 15th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA), Budapest, Hungary. Johnstone, A. H., Watt, A., & Zaman, T. U. (1998). The students' attitude and cognition change to a physics laboratory. Physics Education, 33(1), 22-29. https://doi.org/10.1088/0031- 9120/33/1/016 Jolley, D. F., Wilson, S. R., Kelso, C., O’Brien, G., & Mason, C. E. (2016). Analytical thinking, analytical action: Using prelab video demonstrations and e-Quizzes to improve undergraduate preparedness for analytical chemistry practical classes. Journal of Chemical Education, 93(11), 1855-1862. https://doi.org/10.1021/acs.jchemed.6b00266 Satyanarayanajois, S. D. (2010). Active-learning exercises to teach drug-receptor interactions in a medicinal chemistry course. American Journal of Pharmaceutical Education, 74(8), Article 147. https://doi.org/10.5688/aj7408147 Schmid, S., Yeung, A. (2005). The Influence of a Pre-Laboratory Work Module on Student Performance in the First Year Chemistry Laboratory [Paper presentation]. Annual Conference of Higher Education Research and Development Society of Australasia (HERDSA), Sydney, Australia. Seery, M. K. (2020). Establishing the laboratory as the place to learn how to do chemistry. Journal of Chemical Education, 97(6), 1511-1514. https://doi.org/10.1021/acs.jchemed.9b00764 Stieff, M., Werner, S. M., Fink, B., & Meador, D. (2018). Online prelaboratory videos improve student performance in the general chemistry laboratory. Journal of Chemical Education, 95(8), 1260-1266. https://doi.org/10.1021/acs.jchemed.8b00109
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