Cracking the code: using educational gaming for high-level thinking in physiology education

Abstract

The multidisciplinary nature of physiology requires students to acquire, retain, apply, and evaluate knowledge from different scientific disciplines. Optimal learning techniques, such as active learning, interleaving topics and conditions, and recall, can greatly enhance the speed and effectiveness with which students achieve this type of higher-order thinking. However, developing and implementing optimal learning techniques in the classroom can be both time-intensive and challenging for the instructor. In addition, students may be resistant or slow to accept novel learning processes. One way to potentially introduce these learning techniques in a fun and engaging way is through educational gaming, or using a game or game elements intentionally to support learning. In this article we present an easy-to-implement adaptation of the Codenames board game for the physiology classroom. The activity requires minimal preparation while addressing high-level learning outcomes. Postintervention surveys of students were collected in three different health-related academic programs, both graduate and undergraduate, at two different institutions. Results suggest that participating in the activity both actively engaged the students and pushed them toward high-level, integrative thinking regardless of class level. NEW & NOTEWORTHY An easy-to-implement word game (Codenames) was used to engage students in higher-level Bloom’s thinking about physiology. The gameplay required students to recall, apply, evaluate, and debate as they developed and guessed clues as part of the game. Students found the activity fun, engaging, and challenging. The activity is relatively easy to implement both online and in person, requiring at minimum a simple list of vocabulary terms.