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• W224729270 abstract "Abstract This study was designed to determine whether innovative teaching techniques, such as the use of games, or traditional teaching technique, such as lectures, are a more effective teaching method for the basic speech course. This study sought to understand the impact of the use of games on speech and exam scores in the basic speech course. The experimental group, including the who were taught using games as a teaching technique, experienced higher exam and speech scores. The control group, including the who were taught using traditional teaching techniques did not show a significant increase on exam and speech scores. Introduction The basic speech course is relatively unique with respect to other courses in that the instructor is a role model for the skill are trying to acquire and master. Professors demonstrate rhetorical skills through lecturing and attempt to model that behavior. Gibbs (1999) suggests encouraging to model the professor's rhetorical style by constructing learning activities that incorporate the type of skills are striving to acquire. Effective teachers create interactive atmospheres that encourage student involvement (Andersen, Nussbaum, Pecchioni & Grant, 1999) because learning is an experimental process (Lucas, 1999) and students acquire skills incrementally (Gibbs, 1999, p. 77). Thus, professors should incorporate opportunities to use skills within the curriculum. This study was designed to test whether the traditional teaching technique, such as lectures where there is little opportunity for to exercise rhetorical skills, or the nontraditional teaching technique, such as game playing where there is a greater opportunity to use rhetorical skills, is a more effective teaching method for the basic speech course. Playing games in the classroom creates a playful, interactive, involving atmosphere (Meier, 2000) that can establish an effective experienced-based learning environment (Ruben, 1999). Games should be created which allow participants to simulate skills (Brauer & Delemiester, 2001). Simulating skills through games provides skill development without the risk of failure (Wells, 1990) because develop skills better in a situation where there is minimal perception of risk (Gibbs, 1999). Students can be given opportunities to play games that encourage to practice rhetorical skills in an environment of low risk (Meier, 2000). Thus, games incorporated in the basic speech course in an environment of low risk should further encourage the development of rhetorical skills. In addition to providing opportunities to practice rhetorical skills, games may also provide an opportunity to acquire cognitive knowledge. Games can simulate actual exam questions that can promote cognitive development (Wells, 1990) and can be easily adapted to any discipline (Brauer & Delimiester, 2001). Participation in games encourages cognitive learning that is stimulated by the organizing of information (Weinstein, Meyer, Husman, VanMaterstone & McKeachie, 1999). Games encourage retention (McKeachie, 1999), student involvement (Andersen et al., 1999) and motivate learning (Meier, 2000). Games also encourage the reading of the course textbook and the study of lecture notes as preparation for participation in the game (Weinstein et al., 1999). The use of games in the basic speech course should affect exam grades. Hypotheses The review of the literature indicates that the use of games as a pedagogical technique should increase exam and speech grades. Thus, the following hypotheses were formulated. * H1: Students of the basic speech course should score significantly higher on the second speech than the first speech when given opportunities to practice rhetorical skills through playing games after the first speech. * H2: Students of the basic speech course will score significantly higher on the final exam than on the midterm exam when have been taught using games after the midterm. …" @default.
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• W224729270 date "2002-09-22" @default.
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• W224729270 title "The Effect of the Use of Games in the Basic Speech Course" @default.
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