Creative design and creative play as an aid to revision

LEARNING KEY TERMS: 

Students often experience difficulty understanding, learning, and applying the key terms that are essential for the study of English Language and Literature. Even some undergraduates have poor mastery of the most basic terms. Across a range of subjects the need to acquire the technical vocabulary presents a major challenge. Many disciplines are turning to creative play exercises in order to improve motivation, engagement, and ultimately to improve exam results (See Further Reading, below).

Most teachers understand that it is worth testing students’ knowledge base by asking them to compile their own glossary (A-Z), with key words, definitions and examples. This is a practical research exercise. It is ideal for small group work, or as a whole-class exercise.

In a multi-media environment students might also select their own images to illustrate the key terms. As teachers we spend far too much time creating resources for students, rather than asking learners to create their own. In fact, students are more likely to respect, to own and to use what they have created themselves.

There has been some research in recent years (see below) that suggests word-games might improve retention and increase the use of key subject terminology. However, the best results are obtained if these playful exercises supplement rather than supplant other forms of revision. It has also been shown that students are more likely employ key terms if they have created their own exercises.

Regarding this specific approach to learning, Jaramillo et al. (2012: 217) concluded:

‘This exercise is useful when teaching a significant number of new terms, phrases or theories to the students in a specific course. The crossword puzzle activity may prove to be a meaningful learning experience for building, understanding, and improving the retention of terms associated with a particular knowledge area. It also benefits students who are in the process of learning theory and makes the classroom experience more enjoyable. Instructors can rely upon the use of crossword puzzles in order to enhance student learning at the undergraduate level.’

One of the easiest ways for students to create crosswords is to use software that generates the crossword from the clues and the answers, which can then be either saved or printed out.

Try this http://www.armoredpenguin.com/crossword/

Example of a crossword designed to support study of English Language and Literature keywords (Age 11+):

Crossword Answers

It would be helpful to have more academic evidence for the use of warm-up exercises, revision games and games designed by students to support their learning. Does this kind of work promote motivation, collaboration, creativity, leading to improved results?

Further Reading

Barbarick, K. A. (2010). “Crossword puzzles as learning tools in introductory soil science.” Journal of Natural Resources & Life Sciences Education, 39 (1), 145-149.

Berry, D.C and Miller, M.G. (2008). “Crossword Puzzles as a Tool to Enhance Athletic Training Student Learning: Part 2.” Athletic Therapy Today, 13 (1), pp.32-34.

Childers, C. D. (1996). “Using crossword puzzles as an aid to studying sociological concepts.” Teaching Sociology, 24 (2), 231-235.

Coticone, S. R. (2013). “Utility of self-made crossword puzzles as an active learning method to study biochemistry in undergraduate education.” Journal of College Science Teaching, 42(4), 33-37.

Crossman, E. K., & Crossman, S. M. (1983). “The crossword puzzle as a teaching tool.” Teaching of Psychology, 10 (2), 98-99.

Dunphy, S.M. and Whisenand, T.G. (2006). “Building Camaraderie Through Information Processing: The Wuzzle Picture Puzzle Exercise.” Journal of Information Systems Education, 17(1), 11-16.

Franklin, S., Peat, M., & Lewis, A. (2003). “Non-traditional interventions to stimulate discussion: The use of games and puzzles.” Journal of Biological Education, 37 (2), pp. 79 - 84.

Goh, T. & Hooper, V. (2007). “To TxT or Not to TxT: That’s the Puzzle.”  Journal of Information Technology Education, Vol. 6, pp. 441 – 453.

Jaramillo, C. M. Z., Losada, B. M., & Fekula, M. J. (2012). “Designing and solving crossword puzzles: Examining efficacy in a classroom exercise.” Developments in Business Simulation and Experiential Learning, 39.

Lin, T. C., & Dunphy, S. M. (2013). “Using the crossword puzzle exercise in introductory microeconomics to accelerate business student learning.” Journal of Education for Business, 88 (2), 88-93.

Morris, C. (1990). “The relationship between vocabulary-oriented activities and mathematics achievement scores of community college students on the MBPA.” Dissertation, Tampa, Florida: University of South Florida.

Orawiwatnakul, Wiwat. "Crossword puzzles as a learning tool for vocabulary development." Electronic Journal of Research in Educational Psychology 11.30 (2013).

Shah, S., Lynch, L. M., & Macias-Moriarity, L. Z. (2010). “Crossword puzzles as a tool to enhance learning about anti-ulcer agents.” American journal of pharmaceutical education, 74 (7), 117.

Weisskireh, R.S. (2006). “An analysis of instructor-created crossword puzzles for student review.” College Teaching, 54 (1), pp. 198-201.