Elaborating on Word Games in STEM: Experimental Evidence

• In Event: Innovative Approaches to Support Autonomous Learning

Abstract

One challenge in STEM education is the initial learning of technical terms and addressing this challenge may reduce barriers for entry into technical fields. Tools are needed to help students develop their initial conceptual understanding of terms. In this paper, we examine the efficacy of one tool, that is using word games to improve the retention of technical terms. Across two controlled experiments, results indicated that using a simple word game produced a large learning effect after a 5-day delay relative to a control condition. However, using a structured elaboration plus a word game did not improve retention beyond the word game alone. Implications for theoretical perspectives on constructive learning and teachers’ best practices to implement word games are discussed.

Authors

• Warat Khaewratana, Michigan Technological University

• Shane T Mueller, Michigan Technological University

• Elizabeth S. Veinott, Michigan Technological University