1887

Efficacy of Role Play in Concert with Lecture to Enhance Student Learning of Immunology

    Author: Samantha L. Elliott1,*
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Department of Biology, St. Mary’s College of Maryland, St. Mary’s City, MD 20686
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 20 December 2010
    • *Corresponding author. Mailing address: Department of Biology, St. Mary’s College of Maryland, 18952 E. Fisher Rd. St. Mary’s City, Maryland 20686. Phone: (240) 895-4376. Fax: (240) 895-4776. E-mail: slelliott@smcm.edu.
    • Copyright © 2010 American Society for Microbiology
    Source: J. Microbiol. Biol. Educ. December 2010 vol. 11 no. 2 113-118. doi:10.1128/jmbe.v11i2.211
MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.
  • PDF
    654.57 Kb
  • HTML
    44.45 Kb
  • XML

    Abstract:

    Despite numerous reports that active learning increases student understanding, many barriers still exist that prevent faculty from shedding the traditional passive lecture and adopting active learning strategies in the classroom. This study looks at the use of role play as an active learning technique to convey new material, or as reinforcement to traditional lecture. A pre- and post-test survey was utilized to determine student learning gains, along with an anonymous survey to determine student attitudes about role play. Student learning gains are similar regardless of class size, role-playing participation or learning style, and reflect an increase in lower order cognition. Attitudes and learning gains indicate role play is preferable as a reinforcement technique, although the order does not matter if both lecture and role play are utilized to convey information. These data provide insight into the best practices of role-playing implementation in concert with traditional lecture format.

Key Concept Ranking

Immune Response
0.9246446
Cell Division
0.497556
Immune Cells
0.46068132
0.9246446

References & Citations

1. Alden D1999Experience with scripted role play in environmental economicsJ Econ EducSpring127132
2. Armbruster P, Patel M, Johnson E, Weiss M2009Active learning and student-centered pedagogy improve student attitudes and performance in introductory biologyCBE Life Sci Educ820321310.1187/cbe.09-03-0025197238152736024 http://dx.doi.org/10.1187/cbe.09-03-0025
3. Aubusson P, Fogwill S, Barr R, Perkovic L1997What happens when students do simulation-role-play in science?Research in Science Education2756557910.1007/BF02461481 http://dx.doi.org/10.1007/BF02461481
4. Bealer J, Bealer V1996Acting out immunity: a simulation of a complicated conceptAm Biol Teacher5836036210.2307/4450177 http://dx.doi.org/10.2307/4450177
5. Bonwell CC, Eisen JA1991Active learning: creating excitement in the classroomASHE-ERIC Higher Education Report No 1.Washington DCThe George Washington University, School of Education and Human Development
6. Chinnici JP, Yue JW, Torres KM2004Students as “human chromosomes” in role playing mitosis and meiosisAm Biol Teacher663539
7. Crowe A, Dirks C, Wenderoth MP2008Biology in bloom: implementing Bloom’s taxonomy to enhance student learning in biologyCBE Life Sci Educ736838110.1187/cbe.08-05-0024190474242592046 http://dx.doi.org/10.1187/cbe.08-05-0024
8. DeNeve KM, Heppner MJ1997Role play simulations: the assessment of an active learning technique and comparisons with traditional lecturesInnovative Higher Education2123124610.1007/BF01243718 http://dx.doi.org/10.1007/BF01243718
9. Firooznia F2007The story of the Calvin Cycle: bringing carbon fixation to lifeAm Biol Teacher6936436710.1662/0002-7685(2007)69[364:TSOTCC]2.0.CO;2 http://dx.doi.org/10.1662/0002-7685(2007)69[364:TSOTCC]2.0.CO;2
10. Lean J, Moizer J, Towler M, Abbey C2006Simulations and games: use and barriers in higher educationActive Learning in Higher Education722724210.1177/1469787406069056 http://dx.doi.org/10.1177/1469787406069056
11. McCarthy JP, Anderson L2000Active learning techniques versus traditional teaching styles: two experiments from history and political scienceInnovative Higher Education2427929410.1023/B:IHIE.0000047415.48495.05 http://dx.doi.org/10.1023/B:IHIE.0000047415.48495.05
12. McSharry G, Jones S2000Role-play in science teaching and learningSchool Science Review827382
13. Michael J2007Faculty perceptions about barriers to active learningCollege Teaching55424710.3200/CTCH.55.2.42-47 http://dx.doi.org/10.3200/CTCH.55.2.42-47
14. Ross PM, Tronson DA, Ritchie RJ2008Increasing conceptual understanding of glycolysis and the Krebs cycle using role-playAm Biol Teacher7016316810.1662/0002-7685(2008)70[163:ICUOGT]2.0.CO;2 http://dx.doi.org/10.1662/0002-7685(2008)70[163:ICUOGT]2.0.CO;2
jmbe.v11i2.211.citations
jmbe/11/2
content/journal/jmbe/10.1128/jmbe.v11i2.211
Loading

Citations loading...

Supplemental Material

No supplementary material available for this content.

Loading

Article metrics loading...

/content/journal/jmbe/10.1128/jmbe.v11i2.211
2010-12-20
2017-08-17

Abstract:

Despite numerous reports that active learning increases student understanding, many barriers still exist that prevent faculty from shedding the traditional passive lecture and adopting active learning strategies in the classroom. This study looks at the use of role play as an active learning technique to convey new material, or as reinforcement to traditional lecture. A pre- and post-test survey was utilized to determine student learning gains, along with an anonymous survey to determine student attitudes about role play. Student learning gains are similar regardless of class size, role-playing participation or learning style, and reflect an increase in lower order cognition. Attitudes and learning gains indicate role play is preferable as a reinforcement technique, although the order does not matter if both lecture and role play are utilized to convey information. These data provide insight into the best practices of role-playing implementation in concert with traditional lecture format.

Highlighted Text: Show | Hide
Loading full text...

Full text loading...

/deliver/fulltext/jmbe/11/2/jmbe-11-2-113.xml.a.html?itemId=/content/journal/jmbe/10.1128/jmbe.v11i2.211&mimeType=html&fmt=ahah

Figures

Image of FIGURE 1

Click to view

FIGURE 1

Comparison of role-playing efficacy in small and large classes. Students in an Introductory Biology classes (A, n = 107) and two upper-level Immunology classes (B, n = 34) answered multiple-choice questions on basic knowledge before and after the role play exercise. All students in Immunology participated, while only a subset of Introductory Biology students directly performed the role play. While upper-level students scored significantly higher on the pre-test, both classes performed equally on the post-test.

Source: J. Microbiol. Biol. Educ. December 2010 vol. 11 no. 2 113-118. doi:10.1128/jmbe.v11i2.211
Download as Powerpoint
Image of FIGURE 2

Click to view

FIGURE 2

Analysis of order of information. There is not a significant difference in the pre-test or post-test 2 between students who saw lecture or role play first. Each type was a significant learning event — more questions were answered correctly on post-test 1 after the pre-test. Students who experienced lecture first (n = 128) tested significantly higher by scoring one more question correct compared to students who saw role play first (n = 130).

Source: J. Microbiol. Biol. Educ. December 2010 vol. 11 no. 2 113-118. doi:10.1128/jmbe.v11i2.211
Download as Powerpoint
Image of FIGURE 3

Click to view

FIGURE 3

Anonymous survey of student attitudes. More students who experienced role play first (A, n = 107) wanted the order of information changed, as compared to students who heard lecture first (B, n = 116). However, both groups responded similarly to the usefulness of the role play in their learning (C). The Likert scale ranged from 1 (no help) to 5 (great help).

Source: J. Microbiol. Biol. Educ. December 2010 vol. 11 no. 2 113-118. doi:10.1128/jmbe.v11i2.211
Download as Powerpoint
Image of FIGURE 4

Click to view

FIGURE 4

Learning gains of students who participated in role play as compared to those that observed their peers: (A) students who experienced lecture first (participated n = 30, observed n = 98); (B) students who experienced role play first (participated n = 32, observed n = 95). In both sections, there are no significant differences in the scores of students who directly participated compared to the students who observed the role play.

Source: J. Microbiol. Biol. Educ. December 2010 vol. 11 no. 2 113-118. doi:10.1128/jmbe.v11i2.211
Download as Powerpoint
Image of FIGURE 5

Click to view

FIGURE 5

Analysis of lower and higher order cognitive thinking. Students’ answers to test questions were subdivided into basic knowledge recall (A) and application of knowledge (B) questions. Significant increases in learning gains in both types of questions between the pre- and post-tests regardless of whether they experienced lecture or role play first. Similar to Fig. 2 , students who experienced role play first scored lower on basic knowledge recall compared to students who experienced lecture first. No other differences were seen.

Source: J. Microbiol. Biol. Educ. December 2010 vol. 11 no. 2 113-118. doi:10.1128/jmbe.v11i2.211
Download as Powerpoint
Image of FIGURE 6

Click to view

FIGURE 6

Learning style demographics of students in Introductory Biology. Students self-reported their learning style after taking the VARK online survey: (A) learning style demographics of the 282 Introductory Biology students from Fall 2008 and 2009; (B) learning styles of students who directly participated in the role play demonstration.

Source: J. Microbiol. Biol. Educ. December 2010 vol. 11 no. 2 113-118. doi:10.1128/jmbe.v11i2.211
Download as Powerpoint
Image of FIGURE 7

Click to view

FIGURE 7

Analysis of scores based upon learning style. No significant differences were seen in the pre-test and post-test 2 scores of students who saw lecture and role play. As in Fig. 2 , students who experienced lecture first did significantly better on post-test 1 (P1) than students who experienced role play. This was seen throughout all learning styles, indicating that the improvement was independent of being an aural (A), kinesthetic (B), read/write (C), or visual (D) learner.

Source: J. Microbiol. Biol. Educ. December 2010 vol. 11 no. 2 113-118. doi:10.1128/jmbe.v11i2.211
Download as Powerpoint

This is a required field
Please enter a valid email address
Please check the format of the address you have entered.
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error