Jeopardy Game Research Articles

USING JEOPARDY GAME TO IMPROVE STUDENTS’ VOCABULARY KNOWLEDGE

Learning english vocabulary using jeopardy game technique make the studentsfeel interesting and grasping new words easily. Therefore, the purpose of this researchis to find out whether or not there is significant effect of jeopardy game on grade sevenstudents’ vocabulary knowledge. The sampels were taken using cluster randomsampling technique, with the total number of sampels are 74 students which aredivided into two classes. The location is at MTs Al-Ihsan Bekasi. The research methodadopted was quasi experimental with research design was post-test only control group.To collect data, the students were given instruments in the form of objective, multiplechoice each numbering 30 for both control class and Experimental class. The findingsshowed that the jeopardy class students got mean score 80 higher than non-jeopardyclass students who got 77. It indicates that there is a significant difference in each classand can be seen from the analysis using one way ANOVA that produced (Sig.) valueof 0.002 was smaller than (<) Alpha 0.05, Ho is rejected and HA is accepted. Itshowed tha there is significant effect of jeopardy game on grade seven students’vocabulary knowledge at Mts Al-Ihsan Bekasi in the Academic Year of 2016-2017.

How to Play with Maritime English: The Jeopardy Game

Engaging students with game-based activities increases involvement and leads to better language acquisition. Besides providing some variety to standard textbook tasks, playful activities are meant to revive the English classroom, to encourage learners to interact and cooperate in a competitive way, and to be more spontaneous and creative.1 The present paper instructs on how to create and use the Jeopardy game in the ESP classroom, as a fun activity aimed at improving students’ maritime vocabulary mastery by means of enhancing their vocabulary comprehension and production, and developing their professional communication skills.

Addition of Care for Transgender-Related Patient Care into Doctorate of Pharmacy Curriculum: Implementation and Preliminary Evaluation.

The number of transgender and gender-diverse patients seeking medical care in the United States is increasing. For many of these patients, pharmacotherapy is a part of their gender-affirming transition. Effective instructional methods and resources for teaching pharmacy students about this patient population’s social considerations and medical treatments is lacking. Three hours of educational material on caring for transgender patients was added to a third-year course in a four-year Doctorate of Pharmacy program in the United States. The content included cultural, empathy, and medical considerations. Students in the course were given a survey to assess their perception of each instructional method’s effectiveness and self-assess their confidence in providing competent gender-affirming care to transgender people before and after the learning session. The survey response rate was 36% (54/152). Students’ self-assessed confidence to provide competent care to people who are transgender increased significantly. Before the learning session, the median confidence level was 4/10 (Interquartile range (IQR) 3–6), after the class session, the median confidence increased to 7/10 (IQR 6–8, p < 0.01). Students rated the pre-class video, jeopardy game, and patient panel as most helpful to improving their skills. The addition of transgender-related patient care material into the Doctorate of Pharmacy curriculum significantly increased the students’ confidence to provide competent care to people who are transgender.

Combining Active Learning and Immediate Quiz Feedback: Engaging Students in Anatomy! Medical Jeopardy

IntroductionGame‐based learning is a form of blended and interactive learning that engages students in fun, active tasks to encourage knowledge acquisition and retention. Adult learning theory further supports active forms of learning that include formative feedback for students to practice application of their knowledge. Recent years, there has been an emphasis of quiz‐based games in medical education from pre‐clerkship to clerkship curricula. These games range from large group competitive gaming to computer‐based simulation skill games. As part of our commitment to enhance learning and retention of fundamental anatomical concepts, we created a modified version of the quiz‐based game Jeopardy!.ObjectiveThis study reports student attitudes on the utility of a quiz‐based game as a learning modality.MethodsIn collaboration with our Academic Technology staff, we adapted the Jeopardy! game to create Anatomy! Medical Jeopardy utilizing Articulate 360 course creation software. We implemented two Anatomy! Medical Jeopardy games in our 18‐week Medical Gross Anatomy course. These sessions were mandatory (n = 197 students in 2016–17; n = 166 students in 2017–18) wherein students were assigned into four teams based upon their learning society membership. During gameplay, two students per team were randomly selected every 5 questions to represent their team. An additional modification to the gameplay included one 15‐second “lifeline”, which provided a crowd‐sourced answer option, for each round of questions. Comments from the end‐of‐course evaluation and an optional 5‐item, online survey for the 2017–18 cohort gauged student perceptions of Anatomy! Medical Jeopardy as a learning modality.ResultsAnatomy! Medical Jeopardy was first implemented in 2016–17. The end‐of‐course evaluation for 2016–17 indicated that the students found these sessions beneficial and helpful in understanding the material. Course evaluations for the 2017–18 cohort are not yet available, but out of 166 students, 84.9% of students responded to the optional online survey. Of the total respondents, 88% of students found Anatomy! Medical Jeopardy effective both in engaging students and in reviewing anatomical concepts. One common topic of the open responses was that Anatomy! Medical Jeopardy underscored lecture concepts, for both prior and current exam material. With regard to improvement of Anatomy! Medical Jeopardy, respondents suggested higher‐order questions using clinically oriented vignettes that mirror USMLE Step 1 format.ConclusionThese findings align with results from prior studies of quiz‐game based learning in medical school. Our students would recommend Anatomy! Medical Jeopardy as an engaging and active learning modality for enhancing retention of course material.Support or Funding InformationNot applicableThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Jeopardy Games: A Comparison of Three Free Resources

ABSTRACTMedical educators create quiz games based on the Jeopardy! Television game show to supplement or replace traditional lectures. This article compares three free tools that can be used to develop Jeopardy-style games. Jeopardy™ A Resource for Teaching, a PowerPoint template developed by Rochelle Schwartz-Bloom, and web-based tools provided by JeopardyLabs and FlipQuiz are discussed. A comparison of the overall appearance, ease and level of customization, availability of support, technology, and enhanced features of these resources is provided.

Focusing Teaching on Students: Examining Student Perceptions of Learning Strategies

This study examined undergraduate and graduate students’ perceptions of the impact of in-class learning activities, out-of-class learning activities, and instructional materials on their learning. Using survey methodology, students anonymously assessed their perceptions of in-class activities, out-of-class activities, and instructional materials as most impactful, helpful, and enjoyable to their learning. Undergraduate college students found Jeopardy games, PowerPoint slides, and checking for understanding/review questions to be most helpful, while 50% often perceived Jeopardy games, Poll Everywhere, videos, and PowerPoint slides as enjoyable active learning strategies. Graduate students perceived small groups, out-of-class writing assignments, and Lino as most helpful to their learning. Additionally, an analysis of student comments about why these strategies were impactful, helpful, and enjoyable revealed 4 themes: fun, learning collaboratively, challenging but helpful, and variety in how students learn. Creating a learner-centered environment that is engaging as well as enjoyable for students positively impacts perceptions of students’ learning, which should encourage teachers to adopt this approach in their own college classrooms.

OA6 Talking about death won't kill you; introducing die-alogues.

Death holds a significant place in societies despite not being a direct or first-hand experience for many. Fewer people now die in their homes surrounded by family, and we have distanced ourselves from death by geography and the medicalisation of death. Our understanding of dying and death is influenced by the communities we live in. Die-alogues is an initiative hosted by Hospice Northwest intended to support meaningful conversations about dying, death, life and living. The mission of Hospice Northwest is to support end-of-life care in our community. By engaging in open, easy and respectful discussions about death and dying ourselves, we can better prepare ourselves to care for others as they face their own dying and that of those they love. Responding to an identified community need, we have partnered with community organisations including a music and dance studio, a leadership group and a research centre to facilitate this initiative. Our approach has been innovative and included a flash mob, Jeopardy games and various other strategies to facilitate and support community members' discussions of living until we die. Evaluations are positive. Our community has requested more opportunities for Die-alogues to continue. This initiative will hopefully expand in our region including within neighbouring First Nations communities. Our standing room only events demonstrate that our community wants to engage and be active participants in learning about dying and death and supporting one another. This presentation/poster will share some of the lessons learned from the Die-alogues community engagement process.

What is …?: a research ethics jeopardy" game to help community partners understand human subjects protections and their importance.

What is …?A Research Ethics Jeopardy™ Game to Help Community Partners Understand Human Subjects Protections and Their Importance Jaclyn Guerrero, PhD, Daniel Santiago Madrigal, PhD, and Meredith Minkler, PhD Abstract Although community partners in participatory research need to understand basic principles of research ethics and human subjects protections, few tools have been designed with these partners in mind. To assist in this process, and help engage youth community partners in learning this critical material, a game was developed based on the popular television program Jeopardy(TM). Piloted with a group of 18 Mexican-American adolescents as part of a broader community-based participatory research(CBPR) project, the game begins with small group study of infamous cases of research ethics violations (eg. the Tuskegee Syphilis Study) and of the human subjects protections that resulted. The participants then play the Jeopardy game in teams, responding to “What is …?” questions concerning the five infamous research studies and corresponding human subjects protections. Although observational findings revealed substantial learning and active engagement in the process, as well as strong retention of the material several months later, the tool requires further evaluation. Based on this pilot experience, however, we believe the Research Ethics Jeopardy™ Game offers promise in helping youth and other community partners in CBPR master critical information about human subjects protections and their importance in an accessible and lively manner. Keywords Community-based participatory research, ethics, health care, minors, community health research One of the most challenging—and important—parts of doing community-based participatory research (CBPR) with youth and other community partners involves adequately and meaningfully engaging them in understanding and participating in processes for the protection of human subjects. Mandates requiring such protections for participants in biomedical and behavioral research were instituted in the United States based in part on recommendations put forward in the 1978 Belmont Report.1 This report, a response to the egregious victimization of research participants in such infamous cases as the Tuskegee study of untreated syphilis in African American males2 emphasized the importance of respect for persons, justice and other ethical principles and their applications in research involving human participants. While time consuming and often cumbersome,3 human subjects processes are critical, detailing how researchers, including community members of research teams, will work to insure that those who take part in a given study do so willingly with a complete and informed understanding of the nature and potential risks and benefits of their participation. In CBPR, new tools have been designed to help researchers—and the Institutional Review Boards (IRBs) that evaluate their work—better understand and address the ethical challenges posed in this orientation to research.4,5 With few exceptions,4-6 however, such instruments have not been designed by or with community partners in mind—other than those who are being trained for participation as community representatives on IRBs. The dearth of such pedagogical tools is particularly problematic in CBPR and related research, in which community partners increasingly are being asked to undertake human subjects protection training (HSPT). Increasingly, community research partners must obtain [End Page 405] Collaborative Institutional Training Initiative (CITI) certification, developed by the National Institutes of Health (NIH) to ensure that all research partners have a clear understanding of the human subjects protections prior to their participation in such research. We applaud the growing recognition that community-based research partners, like their academically trained researcher counterparts, should have a strong familiarity with the reasons for and content of human subjects protections. A publically available PowerPoint™ presentation for use in Human Subjects Protections Training (HSPT) with community partners was developed by Professor Eugenia Eng at the University of North Carolina, Chapel Hill and has been used both in North America and globally.6 Similarly, many case studies and role plays have been developed to augment community partners’ learning about how and why to obtain informed consent, insure confidentiality and so forth.7,8 However, the exercises themselves tend not to be published. Finally, and while not specifically designed with community partners in mind, a comprehensive study guide now is available from the Presidential Commission for the Study of Bioethical Issues (2012). The guide looks in detail at a now much reviled...

Health Science &amp; Technology Academy: an example of successful outreach and state infrastructure (531.23)

HSTA is a WV program to increase health awareness, increase community engagement, and decrease health disparity. The goal of HSTA is to expose disadvantaged high school students to the STEM subjects to pursue a degree in health, science, and technology. The main programs offered are Fun with Science, Forensic Science, Biomedical Summer Institute, and Senior Preparation. Eligible students are African American (30%), low income (63%), females (67%), the first in their family to go to college (74%), and living in rural areas (83%). Anatomy is one of seven biomed groups offered, and the activities are fun, engaging, and interactive. The majority of the student survey responses were very positive. 94% of students learned a lot from their group inquiry and from visiting the gross lab. 75% agreed that HSTA was able to influence their decision to go to college and 84% to choose health careers. 82% are satisfied with the overall program. 97% of HSTA students go to college vs. 56% of all WV high school students. The gross lab tour was popular and the props used for heart and lungs helped to stimulate critical thinking skills. They learned the proper techniques to check vital signs and perform physical exams. Students had fun playing a Jeopardy game which was used as a tool to test what they learn that week. In conclusion, students participating in WVU HSTA Biomed Program learn a lot from hands‐on activities and competitive games in anatomy show and tell. This NIH‐funded infrastructure has been successful in providing opportunities for participating youths and in increasing the number of health science professionals in WV. Under supervision and guidance, these high school students can conduct activities to help increase awareness and better the overall health of their families and communities.Grant Funding Source: Supported in part by NIH‐NCCR # 10009490.28.1003654R.

Working memory and mental workload

It is remarkable how little educators seem to know about how the mind works. I suppose one could advance the argument that they need not know; the inner processes of the mind have little bearing on ordinary curriculum decision-making. But I beg to differ. One parsimonious definition of learning is that it amounts to changes in long-term memory—no more and no less. If that is the case, then it would seem fairly important to find out how one goes about changing long-term memory. Before we get into the substance of this editorial, then, a brief primer on how the mind works, beginning with profound apologies to those who may well view this as simplistic. We begin with sense organs, of which the most obvious in an educational setting are eyes and ears (though touch really matters in the operating room). These sensory inputs communicate with long-term memory through ‘‘working memory’’. (It used to be called short term memory, but that is too static a term). Working memory in turn is viewed as having several components—a ‘‘phonological loop’’ to process auditory information, a ‘‘visual spatial sketchpad,’’ an ‘‘episodic buffer’’ and a ‘‘central executive’’ (Baddeley 2006). While hypothetical constructs (they’ve never been seen on MRI) they are based on decades of experimentation. It is here that conscious memory operates—from the deliberate rehearsal of a telephone number to the mental calculations of a multiplication. Although there are 4 components, there is an overall severe limit on capacity, amounting to 7 ± 2 ‘‘chunks. Working memory then communicates with long-term memory, both in retrieving information from memory and in inputting new information to memory. The operation of LTM is quite remarkable. Somehow, we are able to access exactly the information we need in very short time intervals, despite the fact that our brains are operating at the snail—like pace of a few hundred milliseconds per operation. As I wrote in an earlier editorial (Norman 2011), the Jeopardy game of 2010 in which ‘‘Watson’’, the super-duper IBM computer, beat Ken was remarkable, not because Watson won, but because Ken came so close to Watson. To beat Ken, Watson ripped through the equivalent of a million pages of text a second. Ken surely could not compete at that level. How does Ken do it? Because his memory is ‘‘associative’’—each piece of information is accessed through predetermined

Lessons Learned When Evaluating Web-based Nutrition Education in College Freshmen

Weight gain is common during the college years and is referred to as the “freshman 15,” meaning that generally freshmen gain 15 pounds during their first year of college. Young adults commonly participate in unhealthy behaviors, particularly making poor nutritional choices. Self-efficacy plays a significant role in reducing barriers to health-promoting activities. Nutrition education interventions specific to college-age students currently are limited. The purpose of this study was to evaluate the effect of a Web-based Nutrition Jeopardy Game on nutrition knowledge and nutrition self-efficacy in college students. Findings, limitations, implications for clinical practice, and lessons learned are discussed.

Safe Transitions for Every Patient (STEP): It's PRIMARY: Workshop for Residents in Care Transition Communication

OPEN ACCESSJune 20, 2011Safe Transitions for Every Patient (STEP): It's PRIMARY: Workshop for Residents in Care Transition Communication Michael Weisgerber, Heather Toth, MD, David Klehm, MD, Geoffrey Lamb, MD, Linda Meurer, MD, MPH Michael Weisgerber Medical College of Wisconsin Google Scholar More articles by this author , Heather Toth, MD Medical College of Wisconsin Google Scholar More articles by this author , David Klehm, MD Medical College of Wisconsin Google Scholar More articles by this author , Geoffrey Lamb, MD Medical College of Wisconsin Google Scholar More articles by this author , Linda Meurer, MD, MPH Medical College of Wisconsin Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.8347 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractThis resource contains the materials and instructor's guide for the highly rated Safe Transitions for Every Patient (STEP) resident workshop. Care transitions are a key component of good patient care, and poor communication is known to be a major contributor to patient harm. Few educational materials are available to train residents in this important skill. To address this gap, the STEP Collaborative, composed of faculty from internal medicine, family medicine, and pediatrics, systematically designed a resident-focused workshop on care transitions. This 1-hour workshop is composed of an introductory presentation, an interactive discussion of critical incidents involving care transitions, and a spirited Jeopardy-like game to reinforce key elements of the standardized care transition process. This workshop packet contains the PRIMARY care transition mnemonic, a critical incident worksheet, a quiz for assessing learner knowledge, and a workshop evaluation form. By using these materials, users can create a fun and valuable interactive care transition training experience for their residents that is easily adaptable to other audiences. Sixty-four family medicine, pediatric, and internal medicine residents attended and evaluated this 1-hour workshop. Eighty-seven percent gave this curriculum a high-pass rating. Resident reaction data were positive, with most mean ratings in the 5–6 range on a 7-point Likert Scale (with 7 = Excellent) in the areas of presenter knowledge, content relevance, material clarity, and the program's effects on learning. Educational Objectives By the end of this workshop, participants will be able to: Define transitions in care.Recognize the key elements of safe transitions.Describe the crucial role that effective transitions have on safe and high-quality patient care.Use the PRIMARY mnemonic to systematically prepare and convey a patient transition to a colleague. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: STEP Jeopardy Game Answers.doc STEP Instructor's Guide for Residents.doc STEP Introduction Lecture.ppt STEP Jeopardy Completed Game.ppt To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationWeisgerber M, Toth H, Klehm D, Lamb G, Meurer L. Safe Transitions for Every Patient (STEP): It's PRIMARY: Workshop for Residents in Care Transition Communication. MedEdPORTAL. 2011;7:8347. https://doi.org/10.15766/mep_2374-8265.8347 Copyright & Permissions© 2011 Weisgerber et al. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsTransitionBPBCHandoff Disclosures None to report. Funding/Support This project was partially funded by U.S. Department of Health and Human Services - HRSA - Primary Care Faculty Development Grant # 2 D55 HP 00093 (Deborah Simpson, PhD - PI). Prior Presentations Havas N, Nelson K, Densmore E, Klehm D, Simpson D; Primary Care STEP Collaborative. A step closer: a curriculum for primary care transitions in patient care. Poster presented at: ACGME Annual Meeting; March 4–7, 2010; Nashville, TN (received Marvin R. Dunn Posters Session Certificate of Recognition). Simpson D, Marcdante K, Morzinski J; STEP Collaborative. Approaching faculty development as service learning STEP program. Poster presented at: AAMC Central Group on Educational Affairs Annual Meeting; April 8–10, 2010; Chicago, IL (received 2010 Innovations in Medical Education CME Poster Award). tabs.loading

Effect of Intensified Diet Education on Serum Phosphorus and Knowledge of Pediatric Peritoneal Dialysis Patients

To investigate the effect of intensive diet education on the knowledge and serum phosphorus levels of pediatric peritoneal dialysis (PD) patients and their parents. Interventional study using a pre-post design and convenience sample. The study was performed in a pediatric PD clinic. Sixteen patients ranging in age from 9 to 21 years and their parents. Patients routinely receive a review of laboratory results and a review of foods to limit. For the study, two additional education sessions were conducted. The additional phosphorus education to participants included a computer-based jeopardy game, handouts, education magnets and a hands-on learning activity. A 20 question before-and-after knowledge test was administered to the patients and parents separately. Change in serum phosphorus levels and the difference in pre and post knowledge test scores for both patients and parents. There was a significant increase in parent (p=0.003) and patient knowledge (p<0.001). There was a decrease in serum phosphorus from 2.3+/-0.68mmol/L to 2.16+/-0.58mmol/L (7.13+/-2.1mg/dL to 6.68+/-1.8mg/dL), but this change was not statistically significant (p=0.256). Intensive education regarding phosphorus led to improved patient and family knowledge in pediatric PD patients. Although increased knowledge did not result in a significant decrease in serum phosphorus, there was a slight decrease indicating some clinical relevance. Therefore, pediatric PD patients may benefit from intensive on-going diet education sessions.

In the News

The first article, "Discovery Systems Check Their Own Facts" reports on the development of a system called Adam that can make completely automated scientific discoveries. The second article, "Supercomputer to Answer Jeopardy Challenge" discusses an IBM machine called Watson designed to compete against human contestants in the Jeopardy game show.

Designing Group Examinations to Decrease Social Loafing and Increase Learning

This study examines a method to decrease social loafing in a group examination. Students who met in teams during the semester took an exam in groups. Rules for the exam, based on the Jeopardy game show, facilitated both group and individual accountability. Feedback from students indicated that compared to a class that did not have group exams, students taking the group exam had less social loafing and had higher perceived levels of learning. Furthermore, among s tudents taking the group exams, higher group participation was related to higher perceived performance and more positive attitudes about the exam. We developed a model for how the environment affects group processes which, in turn, affects group and individual outcomes.

Comparison of Didactic Versus Interactive Teaching Strategies for Category A Agents of Bioterrorism

BACKGROUND/OBJECTIVES: The mission of the educational branch of the Center for Biological Defense at the University of South Florida in Tampa, Florida is to promote homeland security through the training of professionals and the community. Assessment of participant evaluations after the first year of the program indicated a need for more interactive sessions. In response to these evaluations, two interactive educational formats were developed and added to the program. The objective of this analysis was to compare participant evaluations of didactic and interactive techniques used to teach information about the Category A Agents of Bioterrorism. METHODS: Bioreadiness programs administered between January 1, 2004 and December 31, 2005 were included in the analysis. Attendees at all programs, regardless of length, were administered evaluations upon course completion. Ratings of the didactic lecture on Category A Agents (CAA), Bioterrorism Scenarios (BS), and a BioAgent Jeopardy game (BAJ) were compared. Likert scales were used to measure satisfaction of each session component on a scale of 1-4, with the values 1 = poor, 2 = average, 3 = good and 4 = excellent respectively. Chi-square was used to compare the ratings of the techniques. RESULTS: A total of 1764 evaluation components of CAA, BS, and BAJ were included in the analysis.The percentage of respondents rated the following components with a 4 or excellent: CAA (71%), BAJ alone (61%), BS and BAJ combined (56%), and BS alone (54%). A chi square statistic was computed to compare the ratings of the different teaching methods. A chi-square value of 80.37 was obtained (p CONCLUSIONS: This analysis provided valuable information for educational program personnel on the satisfaction rating of the didactic and interactive teaching methods employed in the Bioreadiness training programs. It appears that didactic instruction is preferred to the two interactive methods combined or alone. However, the BioAgent Jeopardy game received the second highest proportion of excellent ratings. This program will be updated as new information emerges and evaluations will continue.

Description and Evaluation of an Interactive Jeopardy Game Designed to Foster Self-Assessment

Basic clinical skill courses require students to progress from early information acquisition toward the ability to synthesize and modify the information for various clinical scenarios. In our program, graduate physical and occupational therapy students obtain practice with this clinical reasoning process during a classroom version of the Jeopardy! game. This interactive game show format offers a low-risk environment that encourages student participation. The students divide into two interdisciplinary teams, and each team elects four persons to formally answer the questions. These spokespersons take turns selecting a category of questions. Since all students are assigned to a team, even those not actively answering questions are still involved in the problem solving process. Category topics include areas such as physiologic changes, exercise prescription, abuse, discharge planning, community services, patient education, safety, and caregiver preparation. Each team selects a topic area and chooses a monetary value for the question. The instructor reads a clinical scenario and students work together to quickly provide an answer. The complexity of each scenario increases as the dollar value increases. If a student team answers incorrectly, incompletely, or exceeds thirty seconds to answer, the other team may answer the question. The team interaction creates opportunities to provide feedback to peers on the accuracy, appropriateness, and timeliness of their clinical recommendations. The level of friendly competition, combined with the rapid pace of the game, encourages students to learn from each other as they practice the clinical decision-making process.

Innovative Strategies For Teaching Principles Of Accounting And Federal Taxation Classes

By integrating meaningful group learning experiences into my Principles of Accounting and Tax classes, Accounting was effectively promoted as an undergraduate major or minor, as supported by student satisfaction surveys. Many accounting programs are facing unprecedented challenges raised by declining enrollments and dynamic changes in profession. Using Baker, Simon, and Bazelli’s (1985) Instructional Design for Accounting based on Kolb’s Experiential Group Learning Model, multiple teaching strategies were incorporated into my classes appealing to multiple student learning styles and, as a result, student’s attitude towards Accounting were significantly effected. The following is a brief list of group or solo activities used in my classes: · Played Financial Accounting and Tax Jeopardy Games that are published on my website (www.geocities.com/docseda) · Accounting students developed Excel-based Accounting Information System for service and merchandising businesses.· Accounting students presented an analysis of an annual report.· Accounting students played Stock Market Simulation Game (www. ncarolinasms.org).· Accounting students played Monopoly.· Accounting students played business simulation game at AICPA website (www. startheregoplaces.com). · Tax students worked on three comprehensive tax returns prepared with TaxCut software.· Selected Tax students took IRS exam to qualify for VITA program in spring of 2004.· Accounting and Tax students prepared posters summarizing various concepts. This article will provide a detailed summary of learning experiences used in the Fall Semester of 2003 at Shaw University and an analysis of student surveys.

Using the Jeopardy Game Show to Enhance Health Knowledge Retention

(2002). Using the Jeopardy Game Show to Enhance Health Knowledge Retention. American Journal of Health Education: Vol. 33, No. 5, pp. 304-306.

Manipulating Personal Salience: The Effects of Performance Expectations on Physical Positioning

Contestants playing the Minnesota Jeopardy game chose positions in a 3 × 3 seating arrangement in anticipation of the competition. More visible seats were selected when contestants expected to perform well than when they expected to perform poorly. Mediation analyses suggest that performance expectations affected the desire to be noticed, which, in turn, affected the salience of the seat that was assumed. The findings suggest that people manipulate their salience as a function of their performance expectations to influence the impressions of others. The study introduces an important and possibly ubiquitous self-presentation technique that has been largely neglected by the psychological literature.