Crossword Puzzles and Knowledge Retention

Authors

  • Elisa R. Torres University of Mississippi Medical Center https://orcid.org/0000-0003-0064-2540
  • P. Renée Williams University of Mississippi Medical Center
  • Wondwosen Kassahun-Yimer University of Mississippi Medical Center
  • Xiaoshan Zhu Gordy University of Mississippi Medical Center

DOI:

https://doi.org/10.36021/jethe.v5i1.244

Keywords:

crossword puzzles, knowledge retention, active learning, educational activities, educational measurement

Abstract

Students perceive crossword puzzles as enjoyable. In addition to students’ perceptions, crossword puzzles actually improve knowledge retention. However, crossword puzzles increased exam scores for some students but not others. Recommendations have been made for students to create puzzles for their classmates to complete with the rationale that students are encouraged to research and understand the material in order to write meaningful clues for the puzzle. While students enjoy creating their own crossword puzzles, the association between students creating crossword puzzles and knowledge retention is unknown. The purpose of this project was to determine if creating crossword puzzles and completing peers’ crossword puzzles were associated with improved knowledge retention indicated by higher scores on quizzes. Students in a research course from two institutions across three semesters had the option each week to upload a blank puzzle they created prior to completing each other’s puzzles and taking a quiz. Quiz scores were compared between those who did versus did not create their own puzzles and complete their peers’ puzzles. Results varied by institution and programs as well as the same program within the same institution but different semesters. Results highlight the importance of moving beyond student perceptions and towards assessing knowledge retention while taking into consideration institution, program, and semester.

Author Biographies

Elisa R. Torres, University of Mississippi Medical Center

Dr. Elisa Torres, RN is a Professor in the School of Nursing. She studies physical activity and the brain. She teaches research at the undergraduate and graduate level.

P. Renée Williams, University of Mississippi Medical Center

Dr. P. Renée Williams, RN is a tenured Professor of Nursing and Director of Nursing Continuing Education at the University of Mississippi Medical Center School of Nursing. Her clinical expertise is Maternal/Newborn and Women's Health Nursing. Her research interest is Breast Health Awareness, Prevention, and Early Treatment to decrease health disparities in the African American Community.

Wondwosen Kassahun-Yimer, University of Mississippi Medical Center

Dr. Wondwosen Yimer is an Assistant Professor in the department of Data Science at the University of Mississippi Medical Center. He is involved in biostatistics methods and applications with emphasis on biomedical and public health data.

 

Xiaoshan Zhu Gordy, University of Mississippi Medical Center

Dr. Xiaoshan Z. Gordy is an Assistant Professor at the University of Mississippi Medical Center. She has conducted  research projects on active learning and active learning space. Her current research areas include active learning, science education, obesity research and cancer research.

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Published

2022-06-15

Issue

Vol. 5 No. 1 (2022): Spring issue

Section

Articles

License

Copyright (c) 2022 Elisa R. Torres, P. Renée Williams, Wondwosen Kassahun-Yimer, Xiaoshan Zhu Gordy

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