It’s a game! Evaluation of a classroom game to enhance learning in an introductory counseling course 1

Abstract

Twelve introductory counseling classes either played the Counseling Pursuits game or participated in a question-answer review activity to review material for the final examination. Classes in which students played the game obtained higher scores than students in the review session on the essay portion and total score, but not the objective portion, of the final examination. Classes playing the game reported higher engagement in the learning session than classes in the question-answer review condition. Implications for further study of games in professional counseling and counseling psychology classes are discussed.