Abstract

Previous literature has discussed the use of cooperative and experiential learning as a means of augmenting the student involvement in the learning process. Teamwork has been one method of employing cooperative learning and having students play games has been used extensively in experiential learning approaches. Often the two pedagogies are employed simultaneously by having students teams participate in games. This research combines the cooperative and experiential learning approaches by involving student teams in designing the games that other students will play with the goal of increasing student retention of knowledge. The sample included consumer behavior and integrated marketing communications students in two subsequent semesters. The pedagogy employed in the first two semesters included PowerPoint-based lectures, whereas the students in the second semester identified important concepts from the previous week's lectures and integrated that content into a review game. A comprehensive examination and student survey at the end of the semester indicated that knowledge retention increased in the courses that utilized student-developed games.

Description

This article was originally published in the Journal of Instructional Pedagogies, a journal from the Academic and Business Research Institute.

Publisher

Academic and Business Research Institute

Date of publication

10-2012

Language

english

Persistent identifier

http://hdl.handle.net/10950/633

Document Type

Article

Publisher Citation

Camp, K. M., & Avery, S. L. (2012). Cooperative-Experiential Learning: Using Student-Developed Games to Increase Knowledge Retention. Journal of Instructional Pedagogies, (9), 119-128.

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