The purpose of this assessment is to enhance the staff's comprehension of key operational and educational aspects of Estrella Mountain Community College (EMCC) in a dynamic and enjoyable format. This Jeopardy-style game show aims to break the mold of traditional professional development by offering a playful, competitive environment that promotes teamwork, engages participants in active learning, and fosters a deeper connection with the college’s core practices and history.
This innovative approach was deemed necessary to inject enthusiasm and engagement into professional development, moving away from conventional, lecture-based sessions that may not be engaging for many. The interactive, game-based format is designed to capture the attention of participants, making the learning process memorable and enjoyable. It was thought that it could be particularly effective in facilitating the retention of complex information, encouraging collaboration, and building a positive community atmosphere among staff and faculty.
The game was implemented during the SAC’s Lunch and Learn on Wednesday, March 19th, transforming the meeting into an energetic and competitive learning experience. Teams were formed to foster a spirit of collaboration and friendly competition. Categories on the Jeopardy board included EMCC's accreditation processes, innovative assessment methods, staff development, and college history, among others. Points were awarded for correct answers with a daily double and final jeopardy to intensify the competitive aspect. This format was employed to ensure active participation but also promote a comprehensive understanding of institutional knowledge. The event wrapped up with a group debrief to reflect on the experience and gather participant feedback which will be used to refine future events.
The feedback received from the 11 participants indicates a highly positive reception towards the Jeopardy-style educational game. All participants rated their overall experience and engagement at the highest level (5 out of 5), signifying a successful implementation of an engaging and enjoyable learning environment. However, the responses to the question regarding the improvement of knowledge on accreditation and assessment reveal some variability: while a majority rated positively (5 or 4 out of 5), two participants rated this aspect a 3, indicating room for improvement in content delivery or understanding.
The format and structure of the Jeopardy game were well-received, with nearly all participants appreciating the interactive elements, as evidenced by the high ratings for format effectiveness and maintaining interest. When comparing this gamified session to traditional professional development sessions, the majority rated it more effective in enhancing learning and engagement, with only a few rating slightly lower, which still shows a preference for this method. The unanimous willingness to recommend this type of learning to others further underscores the success of the event.
The assessment of the game’s effectiveness was based on participant feedback, which was overwhelmingly positive. All participants rated their overall experience and engagement as excellent. Despite the high ratings for the format and interactive elements, there was variability in the perceived enhancement of knowledge regarding accreditation and assessment, suggesting areas for improvement in content delivery. Recommendations for future sessions include integrating advanced technology for better tracking of questions and scores, providing pre-session materials to enhance content comprehension, and refining game content based on detailed feedback. This case study underscores the potential of gamified learning to transform educational environments and improve professional development outcomes at EMCC.
| Attachment | Size |
|---|---|
| Post event survey results | 11.01 KB |
| Jeopardy Game screenshot | 59.5 KB |
| Jeopardy Game screenshot | 222.4 KB |
