Shannon Carol
Taubman Health Sciences Library, University of Michigan, Ann Arbor, USA.
Med Ref Serv Q. 2019 Oct-Dec;38(4):326-338. doi: 10.1080/02763869.2019.1657726.
In 2014, the library curriculum for the College of Pharmacy was revised, with the number of sessions increased from one per term for two terms to one per term for three terms, instruction was scaffolded, and the flipped classroom model was employed, with active learning and assessments used throughout. This article will describe how the active learning portion of one session was gamified: why a "serious game" was the correct tool to use to improve student learning, how the game was created, and what was the theory underlying this transformation.
2014年，药学院的图书馆课程进行了修订，课程节数从每学期1节共2个学期增加到每学期1节共3个学期，教学采用了支架式教学法，并运用了翻转课堂模式，整个过程中都采用了主动学习和评估方法。本文将描述其中一节课的主动学习部分是如何被游戏化的：为什么“严肃游戏”是提高学生学习效果的正确工具，游戏是如何创建的，以及这种转变背后的理论是什么。
