Malford Pillow - Baylor College of Medicine
Kelly Quesnelle - University of South Carolina Greenville
Stephen Schneid - University of California, San Diego School of Medicine and Skaggs School of Pharmacy & Pharmaceutical Sciences
Sarah McCarthy - Lake Erie College of Osteopathic Medicine
The cognitive processes used while playing games are critical elements of the learning process. For example, self-regulation, motivation, and higher order-processing are components of well-designed games. 1 Introducing games into the classroom space may address concerns about declining student engagement and reluctance of some students to speak up in front of their peers. Thoughtfully constructed games introduce a fun, collaborative environment where students engage in retrieval practice with immediate feedback. More importantly, utilizing games in the classroom can make it easy to create a safe and fun environment for students to make mistakes. This"fun failure" environment is crucial to learning but often difficult create. 1 The purpose of this focus session is to provide participants with an easily adoptable array of creative uses of different gaming applications and"low-tech" strategies that facilitate retrieval practice. In this workshop, participants will use the strategies presented to make games in an interdisciplinary team that facilitates cognitive integration through retrieval practice.