Abstract
College students often lack skills for effective studying (e.g., Emanuel et al., 2008; Houston, 1987; Thomas, Bol, & Warkentin, 1991). For example, they often do not devote sufficient time to studying and/or do not discriminate which material to focus on when studying. The results of previous research have suggested that review games improve performance on in-class quizzes (e.g., Neef, Perrin, Haberlin, & Rodrigues, 2011). Despite positive findings, questions remain regarding the specific components of these interventions that effect change. For instance Neef et al. had students generate questions and answers based upon assigned readings, after which the students played a review game in which they took turns asking other students those questions. The current investigation conducted a component analysis of the review game used in the Neef et al. study. Specifically, quiz performance was evaluated after students participated in (a) a review game using questions generated by players or (b) a review game that did not require students to generate the questions.
| Original language | American English |
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| DOIs | |
| State | Published - May 2015 |
| Event | Association for Behavior Analysis International 41st Annual Convention - San Antonio, TX Duration: May 1 2015 → … |
Conference
| Conference | Association for Behavior Analysis International 41st Annual Convention |
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| Period | 5/1/15 → … |
Disciplines
- Psychology
- Social Psychology