Jeopardy Game Research Articles

The Use of Collaborative Method through Jeopardy Games to Enhance Learners’ Vocabulary Knowledge

The Use of Collaborative Method through Jeopardy Games to Enhance Learners’ Vocabulary Knowledge

APPLICATION OF THE EDUCATIONAL INFORMATION AND COMMUNICATION TECHNOLOGIES FOR TEACHING FOREIGN LANGUAGES TO STUDENTS MAJORING IN INFORMATION TECHNOLOGIES

The article presents the overview of cutting-edge educational information and communication technologies used by the lecturers of the Department of Cross- Cultural Professional Communication of the Faculty of Engineering and Economics of the Belarusian State University of Informatics and Radioelectronics for teaching foreign languages to the undergraduate students of the first stage of higher education receiving a bachelor’s degree in information technologies. The article also analyses the effectiveness of the Telegram-based information channels used by the lecturers of foreign languages as an alternative to sending materials to students via e-mail. The author outlines an interactive web-based resource slido.com for visualising the results of brainstorming sessions instead of using the traditional ways of presenting the results of this teamwork format. The article describes a non-standard way of introducing new vocabulary with the help of rebuses created on a web-based resource rebus.club which does not require any prior registration. The author also presents an additional way of assessment of the level of proficiency in oral examination topics and revision of their content within the final classes after completing the study of a module or section in the format of an interactive Jeopardy game created with the help of a template based on a web-based resource jeopardylabs.com. To conduct current and final lexical and grammar tests on the topics covered within the course of practical classes of a foreign language, as well as to allow students to evaluate their success in the classroom, a web-based resource onlinetestpad.com is offered to replace traditional methods of assessment of the undergraduate students of the first stage of higher education receiving a bachelor’s degree in information technologies.

Teaching English Tenses in EFL Environment Through Jeopardy Game: A Game-Based Learning Approach to Second Language Acquisition

Teaching English Tenses in EFL Environment Through Jeopardy Game: A Game-Based Learning Approach to Second Language Acquisition

INCREASING THE STUDENTS’ VOCABULARY MASTERY THROUGH JEOPARDY GAME AT THE EIGHTH GRADE OF SMP NEGERI 1 GUNUNGSITOLI BARAT IN 2022/2023

Vocabulary mastery is the ability to use the words in conducting the communication and understanding the meaning of the words or phrases in English. The purpose of the research is to Increase the Students’ Vocabulary Mastery Through Jeopardy Game at the Eighth Grade of SMP Negeri 1 Gunungsitoli Barat which the total numbers of the students was 26 persons. The research was conducted by using Classroom Action Research (CAR) design. This research was applied into two cycles. Each cycle consisted of planning, action, observation, and reflection. The instruments used by the researcher to collect the data were observation sheet, evaluation sheet and field note. From the result of each Cycle, the researcher finds that the students get an improvement in their vocabulary through Jeopardy Game. At the second meeting of cycle II the researcher obtained an increase in students, that students overall reached MCC (70).

USING JEOPARDY GAME TO IMPROVE STUDENTS’ READING COMPREHENSION OF THE EIGHTH GRADE IN UPT SPF SMP NEGERI 35 MAKASSAR

This research aimed to determine the use of Jeopardy Game learning media on Reading Comprehension Skills of Narrative Text by Eighth Grade students of UPT SPF SMP Negeri 35 Makassar. This research focused on quantitative experimental research. The population of this research was students of class VIII UPT SPF SMP Negeri 35 Makassar, totaling 282 students. Random Sampling technique was used to one class as research sample, which consisted of 28 students. The data were obtained from written tests related to reading comprehension on narrative text. The results of this study used inferential analysis of the t-test by SPSS v.16 which showed a significant effect on the students’ mean score of Reading Comprehension skill between the pretest and post-test. The mean score of the students’ Reading Comprehension on Nrrative Text enhanced from 3.39 in the pretest to 6.46 in the posttest. The significance value calculated 0.000 is smaller than 0.05 (P-value = 0.000 < 0.05). Thus, it can be concluded that Jeopardy Game learning media is effect applied to students’ Reading Comprehension skill on Narrative Text in class VIII at UPT SPF SMP Negeri 35 Makassar.

The Effectiveness Of Jeopardy Game To Teach Writing (An Experimental Study At Indonesian Seventh Grade Students)

This study was conducted to determine the effectiveness of using Jeopardy game (teaching and learning media) in writing skill for simple present tense topic. The method used for research was quasi-experimental with two group pretest-posttest. The participants of this study were Indonesian students at seventh grades. The research was conducted by 8 meetings, 6 meetings for treatments and 2 meetings for pretest-posttest. The research data collection used normality test of Shapiro Wilk, a test of test on SPSS program. The result of the research showed the different significance before and after treatment with data analysis criteria of t-test showed a t of -6.406 and the probability (p) <0.05 was 0.00. The study showed the effectiveness of using Jeopardy game to teach simple present tense in writing skills.

Pengaruh Media Pembelajaran Jeopardy Game terhadap Aktivitas dan Hasil Belajar Peserta Didik

The Jeopardy Game is a learning media designed to assess students' ability to identify and remember factual information. This study aimed to describe students' learning activities and outcomes, whether or not they used Jeopardy Game learning media. Another aim was to define the impact of the media on the activities and students' learning outcomes. This was a quasi-experimental study with a non-equivalent control group design. The data analysis techniques were descriptive statistical analysis and inferential statistics. The sample in this study was 20 students from class VIII A, selected as the experimental class, and class VIII C, as the control class. The instrument used is a learning outcome test on respiratory system material. The results showed that students taught using the Jeopardy Game learning media had an average learning outcome of 72.82 and learning activities of 70.85. Meanwhile, students taught using conventional learning models have an average learning outcome of 58.35 and a mean value of learning activities 45.6. The results of inferential statistical analysis obtained a significant value for activity and learning outcomes of 0.000. This value indicates that the sign < = 0.00 < 0.05 so that H0 is rejected and H1 is accepted. It appears that the Jeopardy Game learning media influenced students' activities and learning outcomes in PondokPesantren Al-Wahid PancaLautang's respiratory system material for class VIII Sidenreng Rappang District.

ENHANCING VOCATIONAL HIGH SCHOOL STUDENTS' READING SKILLS USING JEOPARDY GAMES

Jeopardy game is a common game for players to compete for the highest score. Nevertheless, this game can be modified to provide the students with a fun, engaging, and challenging interactive game for learning activities. The use of the Jeopardy game in improving teaching-learning activities was abundant, whereas the use of Jeopardy in vocational high school was little to be found. This study tried to figure out the implementation of Jeopardy games in enhancing reading skills for vocational high school students. Classroom action research was conducted to observe students' improvement in reading after implementing Jeopardy games in reading activities. Closed-ended questionnaires on how the jeopardy games influence the teaching process and activities were conducted to get the quantitative data. Observation, reflection, open-ended questionnaire, and FGD were gathered to strengthen the result of quantitative data. The results showed that students demonstrated better reading comprehension from the diagnostic test, cycle I, and cycle II results; mean score 5.76, 6.48, and 7.28. Students also reported that they got motivated and were likely to read more. To conclude, students stated that they experienced some improvement in cooperative learning and reading strategies. The implication of the study is discussed at the end of this article.

Improving Students’ Reading Skills through Jeopardy Games

This study is a literature study that reviews several papers in studying the advantages of the Jeopardy game. This study intended at analyzing the use of the Jeopardy game in improving students’ reading skills. The Jeopardy game helps students to read a lot and feel relaxed while learning reading. This game also fulfills five game design criteria, namely fun, educational, promoting English, interesting, and easy to use. The findings of this study showed that the Jeopardy game can be used as a fun way to improve students’ reading skills. The Jeopardy game provides a fun and active learning environment. The findings of this study are expected to provide knowledge to teachers regarding the use of the Jeopardy game which is beneficial for teachers and students in the teaching and learning process of reading.

Improving Students’ Reading Skills through Jeopardy Games

This study is a literature study that reviews several papers in studying the advantages of the Jeopardy game. This study intended at analyzing the use of the Jeopardy game in improving students’ reading skills. The Jeopardy game helps students to read a lot and feel relaxed while learning reading. This game also fulfills five game design criteria, namely fun, educational, promoting English, interesting, and easy to use. The findings of this study showed that the Jeopardy game can be used as a fun way to improve students’ reading skills. The Jeopardy game provides a fun and active learning environment. The findings of this study are expected to provide knowledge to teachers regarding the use of the Jeopardy game which is beneficial for teachers and students in the teaching and learning process of reading.

Student’s Perception Towards the Use of Jeopardy Game in English Learning

The present study aims to determine the student's perception towards the use of Jeopardy Game, and also investigates how the teacher uses Jeopardy Game in English learning. This research study was used a qualitative study conducted in-state senior high school level in Surabaya. A close-ended questionnaire was used to obtain the data. The results show that Jeopardy Game makes English learning more alive, comfortable, enjoyable, fun, and interesting. It also boosts the student's motivation in learning English. Jeopardy Game also enhances the student's vocabulary knowledge, recalls the previous materials, improves the student's speaking skill and develop the student's critical thinking. This study suggests using Jeopardy Game in the learning process since many benefits in increasing the student's engagement in the classroom.
 Keywords: Classroom Games, English Learning, Jeopardy Game, Student’s Perception

THE EFFECT OF JEOPARDY GAME TOWARD STUDENTS’ VOCABULARY MASTERY

Vocabulary is one of the language aspects that should be mastered by the students in language learning. It has a main role for the students in understanding and applying the four basic skills in language learning. Most of the teachers do not pay attention to the media that they use in gaining students’ vocabulary mastery. This study aimed to find out whether the use of Jeopardy Game affected the students’ vocabulary mastery or not. This study conducted a quasi-experimental design. The population of this study was comprised of 186 students of the second grade of SMAN 1 Bukit Sundi that divided into 6 classes. The instrument of this study was a vocabulary test. The experiment class was taught by using Jeopardy Game, while the control class by using Guessing Game. In conclusion, there were significant differences between students who were taught by using Jeopardy Game and Guessing Game on Second Grade of SMAN 1 Bukit Sundi in 2020/2021 Academic Year

THE STUDENTS’ DIFFICULTIES IN LEARNING READING COMPREHENSION USING COOPERATIVE LEARNING THROUGH JEOPARDY GAME

English is an international language learned in Indonesia. One of the difficulties of student learning is when learning to read. They tend to read without knowing the meaning of the text they are reading. On this occasion the researcher tried to teach comprehension reading using cooperative learning through jeopardy games to increase students’ interest and ability in learning reading comprehension. In addition, researchers also want to find out what difficulties students face when learning to use jeopardy game through this jeopardy game. This research was conducted on students of class VIII E Semester 1 SMPN 1 Cililin which consists of 36 students. This research was conducted using the Classroom Action Research (CAR). From the results of the pretest and posttest, there were 20 pretest results from 36 students or 56% who succeeded in reaching the minimal completeness criteria. Whereas in the posttest there was an increase to 28 out of 36 students or 78,85% who successfully reached the minimal completeness criteria. Then it can be concluded the use of games in learning increases the ability of students in reading comprehension. However, there are some students who still find it difficult to learn to use this method because their vocabulary mastery is still lacking. Keywords: Reading Comprehension, Cooperative Learning, Jeopardy Game

Surgical Jeopardy: Play to Learn

BackgroundGeneral Surgery residencies use protected education time in various fashions in order to optimize content quality and yield for their learners. This knowledge is tested annually with the American Board for Surgery In-Training Examination (ABSITE) exam and is used to evaluate several aspects of a resident. We hypothesized that using a jeopardy game in educational conference would encourage residents to engage in self-learning and improve ABSITE scores at a single institution. Materials and methodsAt a single institution, during protected education conference, residents played an hour-long surgical jeopardy game every 7 wk to summarize high yield topics discussed during the previous 6 wk of didactic learning. A 5-point Likert survey was completed by general surgery residents to discern the utility of the game format for learning. The ABSITE category scores were also evaluated from the year before and the year after the game was implemented. ResultsTwenty-four general surgery residents took the survey with >80% agreeing that the jeopardy format was either a fun or an effective way to learn general surgery topics. Additionally, over 80% of residents thought the game format helped with retention of knowledge. ABSITE categories that had a jeopardy session improved from 65.9% to 70.4% correct (P = 0.0003). ABSITE categories that did not have dedicated jeopardy had a non-significant increase in scores (67.7%-69.9%, P = 0.1). ConclusionsImplementing surgical jeopardy as a component of educational conferences in general surgery resident training is correlated with improvement of ABSITE scores. Surgical jeopardy may be easily adopted and implemented to stimulate self-directed learning for residents.

Implementing Educational Game in Pharmacy

Educational games are a teaching strategy that allows students to examine various parts of a game as a method of learning. These are games meant of severe purposes instead of just entertainment. Through their design, education games allow students to gain new skills and knowledge, arouse physical activities, and enhance social-emotional development. Educational games require learners to participate in competitive activities with preset regulations. The objective of this study was to obtain pharmacy students’ satisfaction and perception towards educational game implementation in the classroom setting. The author implemented a prospective study design that involved first-year pharmacy students at Princess Nourah bint Abdulrahman University (PNU). All the students who took part in the study were implementing this type of education for the first time. Thirty students were placed into two teams of 15 and took part in a jeopardy game. All the students were satisfied with the educational game. Key benefits of the game as noted in the study findings include improved cognition functions like memory and reasoning, promoted mental stimulation, learning was better and faster, improved concentration, recall, and thinking, resulted in motivation and more engagement with the team members, resulted in timed responses that were similar to real-life, promoted immediate scoring and there was no need to wait for the outcome, and the learning environment was quite fun. The study can be useful in designing educational games for use in pharmacy courses.

Findings of IBM WATSON procedural way to play Jeopardy Game show

Question Answering technology can be used IBM WATSON method. It is a great advance to play the Jeopardy game show. The show is very challenging. Because the natural language questions to give the rapid fire answer. It is based on general knowledge , high precision and confidence. The Jeopardy is having four additional features and its very important. The given the steps are first step is Daily Double wagering, the second step Final jeopardy wagering, the third step select the next square control on the board,and the fourth confidence threshold for attempting to buzz. These decision are using sophisticated strategies. It is compared with simple rule strategies its give the chances to win the players. This articels to developing the IBM WATSON game playing strategies. After that to explain the game strategy algorithms with description. we extend our finding of how the human to performance on the show.

Engaging Emergency Medicine Influencers in Sex- and Gender-based Medicine: Lessons Learned from the Sex and Gender Interest Group in Emergency Medicine and the SAEM Jeopardy Game.

The Sex and Gender in Emergency Medicine (SGEM) interest group of the Society of Academic Emergency Medicine (SAEM) was established to increase research and to disseminate knowledge about the influence of sex and/or gender in acute care medicine and on patient outcomes. To help facilitate these goals, over the past 4years, SGEM has created, delivered, and honed a Jeopardy-like scientific quiz game for the annual SAEM national meeting. Here we describe the SAEM Jeopardy Game's development, implementation, evolution, and outcomes as well as our targeted approach to access and engage emergency medicine stakeholders in its participation.

An Internal Medicine Intern Retreat to Facilitate Transition to PGME and Promote Peer Interaction

Interns in the internal medicine program at American University of Beirut Medical Center (AUBMC) come from diverse educational backgrounds based on American, French, and Egyptian systems, similar to other settings in the Middle East. To help this diverse group of trainees integrate into their new role, the institution launched an intern retreat in 2014 and repeated the event 3 times to date. We describe the experience with the AUBMC intern retreat and discuss the format and interns' perceptions of the benefits of the event. The retreat was divided into workshops and team-building sessions. Workshop topics focused on communication, teamwork, time management, survival tips, patient-physician interaction, and resident well-being. Fun activities were meant to strengthen peer-to-peer relationship and included a treasure hunt, Jeopardy game, and basketball. Retreats took place in 2014, 2016, and 2017, and involved 72 of 102 interns (71%), as participation was optional. The 2015 retreat had to be canceled due to logistical problems. Of 72 eligible interns, 61 (85%) responded to the evaluation survey. The majority rated the activity as fun or interesting; sessions with the highest ratings included communication, patient-physician interaction, and resident well-being. There was unanimous agreement to make the retreat a yearly tradition. Each year, we collected feedback and made changes to further improve the retreat experience. The retreat is now an established activity. In an institution that accepts interns from different backgrounds, the retreat has strengthened peer-to-peer relations, improved communication, and contributed to a collegial and supportive work environment.

Assessment of a Nutrition Intervention on the Nutrition Knowledge, of Adolescent Soccer Academy Players (P16-044-19)

ObjectivesNational surveys found that adolescents in America often fail to meet dietary recommendations probably due to lack of nutrition knowledge, giving rise to chronic diseases such as obesity, coronary heart diseases and type 2 diabetes. Knowledge about sports nutrition is considered essential for adolescent athletes to have healthy eating habits. It would help maximize their performance. The aim of the study was to assess the nutrition knowledge of adolescent soccer players pre and post a nutrition education intervention. MethodsA study was conducted on the youth academy level soccer players (n = 21) from three age groups (U19, U17, U15), to determine their nutrition knowledge using a validated Nutrition Knowledge Questionnaire. From the completed questionnaire, on factors like energy refueling, hydration, supplements and protein, a knowledge score was calculated for each athlete ranging from 0 (0%) to 16 (100%). The players participated in a nutrition education intervention for 5 months, consisting of monthly nutritional education newsletters, electronic handouts and one-hour nutrition lesson in the form of jeopardy game and nutrition education workshop for the players and their parents. Following the intervention, they filled out the same questionnaire again. ResultsFrom their responses, pre- and post-intervention, we found that at baseline, nutrition knowledge was highest in the U19 team as 44% of the responses were correct, lesser for the U17 team (25%) and least for the U15 team (6%). However, the intervention only produced a 6% increase in nutrition knowledge in the U19 while the intervention produced a 19% increase in the U17 team and a 44% increase in the U15 team. There was significant improvement in the category under supplements which asked whether it was better to get vitamins and minerals from supplements than from foods (P = 0.002). There was no significant difference in improvement of protein knowledge after the intervention in any group. ConclusionsThe study shows that the nutrition education intervention was most effective for the younger players. Overall, more nutrition education, especially in the area of proteins, would be required for these players to increase their nutrition knowledge so that they know the type of food they should select and understand the importance of healthy eating. Funding SourcesNo funding required from any organisation.

THE INFLUENCE OF JEOPARDY GAME TOWARDS STUDENTS’ VOCABULARY MASTERY

This research is motivated by the students get difficulties in using the English vocabulary and students needed interesting technique when they learnt English. One of learning techniques that can help students understand about the material is jeopardy game. The purposes of this study are to know Jeopardy Game is influence on the students’ vocabulary mastery and the response of the students’ the learning use Jeopardy game on vocabulary mastery. This research used a quasi-experimental and the research design used is the non-equivalent pre-test post-test control group design. The Research was conducted in SMPN 1 Dawuan. The sample are VIII-A as control class and VIII-B as experiment class. The research instrument that used are test and questionnaire. The result of the research shows; the students’ response to learning by using jeopardy game got a very good category with an average was 65.85% and there is a significant influence between jeopardy game of learning towards students’ vocabulary mastery was 2.4% while the remaining 77.6% is influenced by other factors. Based on the findings, it can be concluded that the application of jeopardy game can not the influence students’ vocabulary mastery. Especially at the first grade student of SMP Negri 1 Dawuan in academic year 2018/2019.