Sage Journals: Discover world-class research

Abstract

Background

Synaptic Transmission (ST) is a content of Physiology courses in which students frequently experience learning difficulties.

Intervention

Here, we evaluated the impact of using The Synaptic Board Game (SBG), an educational game created to assist in ST teaching-learning, on students’ knowledge.

Methods

Sixty-eight students were divided into control (CT) and synaptic board game groups (GG); CT attended one theoretical class (TC) about ST, and GG experienced 1 h of class using the SBG in addition to the same TC. Before and immediately after the intervention, students completed tests about ST. Overall scores and performance in specific questions (general synaptic transmission, electrical, and chemical synapse) were assessed.

Results

GG scored higher in the immediate post-test compared to the pre-test. In addition, GG showed higher overall scores than CT in the immediate post-test. Both groups scored lower in the post-test in general synaptic transmission questions, but GG performed better than CT.

Discussion

SBG improves knowledge after practice and seems to help students understand better the differences between electrical and chemical synapses.

Limitations and Suggestions

(i) the immediate post-test could be applied at the same time for both groups; (ii) future quiz apps developed to be applied in class could collect the data regarding the answers to each question from students while they play the game; (iii) a late post-test could be applied simultaneously with students from both groups without previous communication.

Conclusion

The results indicate that SBG is an effective teaching material to reinforce ST learning and avoid misunderstandings between electrical and chemical synapses.

Keywords

board game educational game synaptic transmission physiology

Get full access to this article

View all access options for this article.

References

Bradbury

N. A.

(2016). Attention span during lectures: 8 seconds, 10 minutes, or more? Adv Physiol Educ, 40(4), 509–513. https://doi.org/10.1152/advan.00109.2016

Bunce

D. M.

Flens

E. A.

Neiles

K. Y.

(2010). How Long Can Students Pay Attention in Class? A Study of Student Attention Decline Using Clickers. Journal of Chemical Education, 87(12), 1438–1443. https://doi.org/10.1021/ed100409p

Cardozo

L. T.

Castro

A. P.

Guimaraes

A. F.

Gutierrez

L. L. P.

Montrezor

L. H.

Marcondes

F. K.

(2020). Integrating synapse, muscle contraction, and autonomic nervous system game: effect on learning and evaluation of students' opinions. Adv Physiol Educ, 44(2), 153–162. https://doi.org/10.1152/advan.00169.2019

Chaves

A. D.

Pigozzo

D. F.

Kolling da Rocha

C. F.

Mello-Carpes

P. B.

(2020). Synaptic board: an educational game to help the synaptic physiology teaching-learning process. Adv Physiol Educ, 44(1), 50–59. https://doi.org/10.1152/advan.00083.2019

Costa Nagib LDR

D. S. D.

(2020). Adoção de metodologias ativas e sua relação com o ciclo de vida e a qualificação docente no ensino de graduação em ciências contábeis. Revista Contabilidade & Finanças, 21, 145–164. https://doi.org/10.1590/1808-057x201909030

Gauthier

Kato

P. M.

Bul

K. C. M.

Dunwell

Walker-Clarke

Lameras

(2019). Board Games for Health: A Systematic Literature Review and Meta-Analysis. Games Health J, 8(2), 85–100. https://doi.org/10.1089/g4h.2018.0017

Ghezzi

Higa

E. F. R.

Lemes

M. A.

Marin

M. J. S.

(2021). Strategies of active learning methodologies in nursing education: an integrative literature review. Rev Bras Enferm, 74(1), e20200130. https://doi.org/10.1590/0034-7167-2020-0130

Jones

J. S.

Tincher

Odeng-Otu

Herdman

(2015). An Educational Board Game to Assist PharmD Students in Learning Autonomic Nervous System Pharmacology. Am J Pharm Educ, 79(8), 114. https://doi.org/10.5688/ajpe798114

Kane

(2004). Educators, learners and active learning methodologies. International Journal of Lifelong Education, 23(3), 275–286. https://doi.org/10.1080/0260/37042000229237

10.

Kaur

A. W.

(2021). Signal: A Neurotransmission Board Game. J Undergrad Neurosci Educ, 20(1), A18–A27. https://www.ncbi.nlm.nih.gov/pubmed/35540950

11.

Luchi

K. C. G.

Cardozo

L. T.

Marcondes

F. K.

(2019). Increased learning by using board game on muscular system physiology compared with guided study. Adv Physiol Educ, 43(2), 149–154. https://doi.org/10.1152/advan.00165.2018

12.

Narayanan

S. N.

Ahmed

Saherawala

Foud

Merghani

T. H.

(2021). Appraisal of a novel pedagogical approach to demonstrating neuromuscular transmission to medical students. Adv Physiol Educ, 45(3), 580–588. https://doi.org/10.1152/advan.00221.2020

13.

Pan

Tlili

Jiang

Shi

Yang

(2021). How to Implement Game-Based Learning in a Smart Classroom? A Model Based on a Systematic Literature Review and Delphi Method. Front Psychol, 12, 749837. https://doi.org/10.3389/fpsyg.2021.749837

14.

Rothe

C. F.

(2004). Restoring physiology to the undergraduate biology curriculum: a call to action. Adv Physiol Educ, 28(1–4), 82–83. https://doi.org/10.1152/advan.00009.2004

15.

Sefton

A. J.

(2005). Charting a global future for education in physiology. Adv Physiol Educ, 29(4), 189–193. https://doi.org/10.1152/advan.00001.2005

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.09 MB