Effect of educacional games, used as active teaching methods, on the learning, stress and anxiety level of universitary students.

• Grant number: 19/05987-4
• Support Opportunities: Regular Research Grants
• Duration: July 01, 2019 - December 31, 2022
• Field of knowledge: Biological Sciences - Physiology - General Physiology
• Principal Investigator: Fernanda Klein Marcondes
• Grantee: Fernanda Klein Marcondes
• Host Institution: Faculdade de Odontologia de Piracicaba (FOP). Universidade Estadual de Campinas (UNICAMP). Piracicaba , SP, Brazil
• Associated researchers: Maria Antonia Ramos de Azevedo

Abstract

Learning assessments are stressors in the university and can generate fear, stress and anxiety. Considering that stress and anxiety induced by assessments may be related to the student's insecurity about the content to be evaluated, teaching strategies that increase effective learning may contribute to reduce this insecurity. Active teaching-learning strategies increase curiosity, instigate decision-making and are well accepted by students, who retain knowledge more consistently. Educational games are an example of active teaching strategies. The aim of this study is to evaluate the hypothesis that the use of educational games, by promoting greater learning, could reduce the anxiety and stress of the student before an academic assessment. Students (16) from the second semester of the Dentistry course of FOP - UNICAMP, in 2019 and 2020, will be invited to participate in the study. The study will include the activities developed in the classes of Physiology of the heart and of the systems of arterial blood pressure control. Assessments of learning will be carried out after lectures and after the use of educational games. Regarding the learning about cardiac Physiology, the performance of students who will do activity with the cardiac cycle puzzle in 2019, will be compared with assessments performed by students who will have 1 theoretical class on the same subject in 2020. Regarding learning about the systems of arterial blood pressure control, it will be compared the scores in assessments of students who will have 2 theoretical classes on this subject in 2019, with students who will carry out activities with the respective educational game, in 2020. For learning assessment, multiple choice questions will be applied. To evaluate the level of stress, samples of saliva of the students will be collected, 15 min before each learning assessment, for posterior dosage of cortisol and alpha amylase. To assess the level of anxiety, the Trait-State Anxiety Inventory will be applied immediately after collection of saliva. It will also be evaluate if student´s perception about the teaching strategy is correlated to its performance in assessment. (AU)

Scientific publications

(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)

CARDOZO, LAIS TONO; DE LIMA, PATRICIA OLIVEIRA; CARVALHO, MAELINE SANTOS MORAIS; CASALE, KARINA RECHE; BETTIOLI, ANA LUISA; DE AZEVEDO, MARIA ANTONIA RAMOS; MARCONDES, FERNANDA KLEIN. Active learning methodology, associated to formative assessment, improved cardiac physiology knowledge and decreased pre-test stress and anxiety. FRONTIERS IN PHYSIOLOGY, v. 14, p. 10-pg., 2023-09-06. (19/05987-4, 22/12433-8)

CARDOZO, LAIS TONO; RAMOS DE AZEVEDO, MARIA ANTONIA; MORAIS CARVALHO, MAELINE SANTOS; COSTA, RAFAELA; DE LIMA, PATRICIA OLIVEIRA; MARCONDES, FERNANDA KLEIN. Effect of an active learning methodology combined with formative assessments on performance, test anxiety, and stress of university students. ADVANCES IN PHYSIOLOGY EDUCATION, v. 44, n. 4, p. 744-751, DEC 2020. (19/05987-4)