Study 1 Clause Samples
Study 1. Students
1. Effectiveness 1 2. Satisfaction 0.337** 1 0.000 3. Purpose - Interactive 0.122* 0.601** 1 (question 1) 0.017 0.000 4. Purpose - Rehearse 0.397** 0.616** 0.352** 1 (question 4) 0.000 0.000 0.000 5. Purpose - Different 0.337** 0.464** 0.320** 0.562** 1 Approach (question 5) 0.000 0.000 0.000 0.000 6. Purpose - Gain Insight 0.375** 0.504** 0.306** 0.556** 0.574** 1 (question 6) 0.000 0.000 0.000 0.000 0.000 7. Purpose - Attention 0.295** 0.630** 0.398** 0.490** 0.393** 0.466** Paid (question 9) 0.000 0.000 0.000 0.000 0.000 0.000 1 Table 13 contains the mean scores and standard deviations of the different questions in the questionnaire. The means range between 2,77 and 4,23 and the standard deviation ranges between 0,694 and 1,0056. Figure 1 gives an overview on the general judgement of Bingo, as you can see 78,96% of the respondents thought that Bingo was successful to totally successful. Effectiveness 385 2,77 5 1 0,978 -4,533 0,000 Satisfaction 385 4,07 5 1 0,694 30,157 0,000 Purpose – Interactive 385 4,23 5 2 0,696 34,648 0,000 Purpose – Rehearse 383 3,77 5 1 0,919 16,285 0,000 Purpose – Different Approach 385 3,63 5 1 0,936 13,128 0,000 Purpose – Gain Insight 385 3,09 5 1 1,001 1,833 0,034 Purpose – Attention Paid 385 3,58 5 1 1,056 10,717 0,000 After analysing all the data of the survey (see Table 13), we can conclude that the Bingo game was successful in satisfying the students. On the contrary students do not find Bingo effective but this does not mean that Bingo will not increase the actual performance of the students. Further research is necessary to study the effect on their performance. In terms of different purposes for the Bingo game, it can be said that Bingo is well suited for rehearsing the material. It is also a good alternative to approach the material in a different way and it made the class more interactive. ▇▇▇▇▇ also helped the students to pay attention in class. For the purpose on gaining insight, the effect of the game was also significant. However, it should be noted that the p-value was higher (0,034) in comparison to the other purposes, which had a p- value of 0,000.
Study 1. For the open-ended question in study 1, the recommendations/criticisms of the students were first put into different categories: - A reward for the winners mentioned 30 times - To less time to solve the questions mentioned 5 times - Incorporate the smartphone mentioned 6 times - Positive reactions towards the game mentioned 12 times - More of those games mentioned 2 times Some of the positive reactions were: ‘very interactive’, ‘was very enjoyable’, ‘good PowerPoint’, ‘fun’, ‘perfect’, ‘good idea’ and ‘keep up the good work’. One student even made a comment that ▇▇▇▇▇ should take longer than it did, while another student found that the questions were good but that the game on its own was too time consuming. Other students suggested the idea of using their smartphone in the Bingo game or the creation of an online platform (like Kahoot). There was one student who suggested to use self-made cards. This is exactly what we did during the workshop. Another student suggested to introduce other games, which was something that we also did for the teachers. We also agree with the statement ‘not usable for teaching, but usable to repeat the course material’. This is something that was also proven by our questionnaire for the teachers, in which they claimed that the games were not suited to approach new material.
Study 1. Treatment-seeking Sample
Study 1