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|Title||Wait Until Tomorrow: Exploring the Size of Delay on the Effectiveness of Crossword Games for Learning Scientific Vocabulary|
|Presenter(s)||Warat Khaewratana, Shane Mueller and Elizabeth Veinott|
|Session||Conference Reception, Game Exhibition, and Poster Session|
|Time||Thursday, October 11, 7:00p-10:00p|
|Location||MSU Union Ballroom|
|Description||Word games are used extensively in STEM classrooms to help familiarize students with technical vocabulary and terminology. Despite their widely-documented use, only a handful have tested whether they are effective at improving either retention or use of scientific concepts, and the results of these studies has been mixed. We report the combined results of several studies in which university introductory psychology students studied course-relevant material in a study-delay-test design, to examine the effectiveness of word-game training for STEM vocabulary. Results showed that word games improved memory for the material, for both immediate and delayed tests, and retention was most enhanced in comparison to control when the clues were solved repeatedly and given with difficult orthographic hints. Results suggest that word games can be effective in this domain, but it depends on how they are implemented, and several factors including difficulty, repetition, and time delay are important predictors of retention.|