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A Tale of Two Institutions: Analyzing the Impact of Gamified Student Response Systems on Student Anxiety in Two Different Introductory Biology Courses

Sarah J. Adkins-Jablonsky

Department of Biology, University of Alabama at Birmingham, Birmingham, AL 35294

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,

Justin F. Shaffer

Department of Chemical and Biological Engineering, Colorado School of Mines, Golden, CO 80401

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J. Jeffrey Morris

Department of Biology, University of Alabama at Birmingham, Birmingham, AL 35294

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Department of Biology, Saint Louis University, St. Louis, MO 63103

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, and

*Address correspondence to: Samiksha Raut (E-mail Address: [email protected]).

Department of Biology, University of Alabama at Birmingham, Birmingham, AL 35294

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Stephanie Gardner, Monitoring Editor

Published Online:2 Apr 2021https://doi.org/10.1187/cbe.20-08-0187

Supplemental Material

cbe-cbe-20-08-0187-s02.txt (16 KB)

combinedsupmats.pdf (1 MB)

Vol. 20, No. 2

June 01, 2021

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Downloads: 999

Citations: 2

History

Submitted: 14 August 2020

Revised: 7 January 2021

Accepted: 2 February 2021

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© 2021 S. J. Adkins-Jablonsky et al. CBE—Life Sciences Education © 2021 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

We gratefully acknowledge preliminary work done by undergraduate research assistant Tam Tran and two graduate students: Thomas Robertson and Hannah Stephenson. We would like to acknowledge three anonymous reviewers for their helpful comments and feedback. This material is based upon work supported by the National Science Foundation Research Coordination Networks in Undergraduate Biology Education (grant no. 1826988) to J.J.M. and S.R. and the National Science Foundation Graduate Research Fellowship Program (grant no. 1450078) to S.J.A.