This session aims to present the results of a study evaluating whether anatomy quiz games prior to a class increased student engagement knowledge acquisition and retention. The study used a randomised crossover design using videography and student tagging to measure behavioural engagement alongside the more traditional approach using a modified NSSE. There were three conditions (control 15 min quiz games 15 min quiz-games + question generation) compared using a Socrative quiz at the beginning and end to measure knowledge retention and acquisition. A framework for integrating this into a teachers’ toolkit will also be presented.
![Room 373_ST3.6a_Kate Wilkinson.pdf](https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/thumbnails/default-thumbnail_1568625340.jpg)