Forbidden Neurds: A Neuroscience Word Game

Abstract

Game-based learning is a promising approach that can promote engagement and deep learning of course content in a fun setting. This article describes the development, implementation, and evaluation of a card game designed to help students develop greater familiarity and comfort with complex neuroscience vocabulary. To play Forbidden Neurds, students within a team take turns acting as the Lead Neurd, who must get the team to guess a Neuroscience word without using any of the Forbidden words listed on the card. The game is designed to help students develop a deeper understanding of neuroscience terminology, identify relationships between terms, identify gaps in their understanding, and reinforce learning. The game was evaluated in a 200-level fundamentals of neuroscience course at a small public liberal arts university. Students showed increased content knowledge through pre-post testing, and a post-game self-reported survey showed that playing Forbidden Neurds enabled students to assess, increase, and apply content knowledge. Gameplay also helped students develop greater communication, critical thinking, and teamwork skills. In addition, students reported experiencing greater engagement through this fun learning activity. This game could act as an adaptable and effective learning tool across a range of neuroscience courses.

Keywords: game-based learning; neuroscience game; terminology; undergraduate; vocabulary.

Figure 1

Game Cards. Images of 4 cards included in the game deck. The complete game deck includes 81 cards (full list of Neuroscience terms listed in Appendix I).

Figure 2

(A) Score on matched pre-post vocabulary knowledge test presented as mean + st.dev. Maximum possible score of 5. ***=p<0.001. (B) Responses to statements related to students’ perceptions of learning through the game rated on a 1 (Strongly Disagree) to 5 (Strongly Agree) Likert Scale. n=56. Total responses for each rating noted as inset numbers.

Figure 3

Responses to statements relating to transferable skills relevant to gameplay including communication and critical thinking rated on a 1 (Strongly Disagree) to 5 (Strongly Agree) Likert Scale. n=56. Total responses for each rating noted as inset numbers.

Figure 4

Responses to statements relating to students’ experience with gameplay rated on a 1 (Strongly Disagree) to 5 (Strongly Agree) Likert Scale. n=56. Individual statements are listed in the figure with total responses for each rating presented as inset numbers.