Quiz game teaching format versus didactic lectures

Background: Lecturing has been traditionally used as the core teaching strategy in university education in all disciplines. However, new research in education suggests that other formats such as game teaching could be more effective. Aim: To compare students? performance, satisfaction and retention of knowledge between a Jeopardy!-style game format and a didactic lecture format in teaching the subject of models for organising patient care to fourth-year nursing students. Methods: A parallel-group randomised controlled trial was conducted. Participants were fourth-year nursing students who registered in the second semester of 2012?2013 and enrolled in the Nursing Management and Ethics in Nursing Course in the Community Health Department. Results: 66 students completed the study (34 in the quiz game group and 32 in the lecture group). Pre-test results showed no significant difference between the two groups in their achievement scores. However, in the immediate achievement post-test and the retention test the students in the quiz group scored significantly better than those in the lecture group. A satisfaction questionnaire showed that the game format was well liked and accepted by students as a more satisfying teaching method. Conclusion: This study is the first of its kind in Jordan to explore the effectiveness of this particular game format versus the lecture format. Results suggest that the game format was well liked and accepted by students as a more satisfying teaching method. Additionally, it appeared to be a better method of education as it promoted greater information retention.