Many instructors use trivia-style review games to encourage self-testing, increase student engagement, and promote collaboration. However, most published examples of review games include trivia questions only, rather than activities that incorporate kinesthetic learning.
Objective:
We evaluate a review activity modeled after the game Cranium, which includes charades, pictionary, sculpting, and trivia questions.
Method:
In Pilot Study 1, general psychology students (n = 25) completed a self-report evaluation of Cranium, and we compared performance on exam items practiced during Cranium versus control items. In Pilot Study 2, students (n = 23) were assigned to review for a mock exam via Cranium, a trivia-only version of Cranium, or a practice question review.
Results:
Students rated Cranium as enjoyable and useful, though not more so than comparison activities, and Cranium elicited similar exam performance to comparison activities.
Conclusion:
Cranium is similar, not superior, to trivia-only and practice question review activities in terms of student perceptions and exam performance.
Teaching Implications:
Cranium provides an additional tool for instructors to engage students in team-based review activities in general psychology. Games that incorporate self-testing are likely useful for student engagement and learning, and the specific choice of activity may depend on instructor and student preference.
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