Abstract:

Today, many students struggle to learn memory-based subjects due to several reasons such as ineffective pedagogical methods or lack of adequate time to engage in retrieval practice due to having to work and study. Research shows that mnemonics-based tools are more effective than traditional learning methods in enhancing memory in facts-based subjects. To test this hypothesis, we designed and implemented a mnemonics-based serious game (SG) and carried out an experiment to investigate its effectiveness in enhancing cognitive performance across three time points (T1, T2 and T3). We recruited 52 participants, comprising an experimental group (n = 30) and a control group (n = 22), from a Canadian university. The experimental group used the mnemonics-based SG which implemented a 4-step framework (RADAR) for developing SGs to facilitate the retrieval of target information using mnemonics such as acrostics to reinforce acquired knowledge and enhance long-term memory. The framework comprises: 1) Recollection (which tests the player’s ability to recall/recognize their mnemonics created using a mnemonics creation tool; 2) Association (which tests the player’s ability to link each mnemonic to its target topic); 3) Decoding (which tests the player’s ability to decipher their mnemonics); and 4) Artifacts Review (which enables the player to review and reflect on the list of mnemonics and details to reinforce learned content as well as to track their progress).

In our study, the experimental group used a mnemonics creation tool and the RADAR game to learn and practice the retrieval of the target information, while the control group used a PowerPoint slide deck and a learning technique of their choice. In the study, both groups learned six biology topics for 45 minutes at T1 and took recall- and recognition-based tests. Moreover, at T2 (one week later prior to revision of the six target topics) and T3 (one week later after 15-minute revision), both groups retook the test taken at T1. The six biology topics include Biology Organization Levels (BL), Biology Organization Disciplines (BD), Cranial Nerves (CN), Cranial Nerve Functions (CF), Krebs Cycle Substrates (KS), and Krebs Cycle Reactions (KR).

Our analysis shows that, regardless of time, both groups performed significantly better in recognition than recall task. It also reveals that multichoice questions that test understanding are easier than short-answer questions that test the recall of facts. Overall, both the experimental and control groups performed significantly worse at T2 than T1 due to the decay effect, and significantly better at T3 than T2 and T1 due to the revision effect. Overall, there is no significant difference between both groups in the recognition task. However, the experimental group performed significantly better than the control group in the recall task (20% increase), with the group difference being significant higher in difficult topics such as KS (>55% increase) and CN (37% increase) than simple topics such as BL and BD. In summary, the results of our analysis indicate that mnemonics-based tools such as the RADAR app is more effective in enhancing recall than traditional learning methods such as rote memorization, especially in unfamiliar and difficult topics such as the KS and KR. Based on these findings, we call on educators across all levels of education to begin utilizing mnemonics-based SGs to enhance long-term learning in facts-based subjects such as biology.

Keywords:

Mnemonic, memory, educational serious game, pedagogy, learning.