The Importance Of Online Games In Graduate Students

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Health Science Graduate students at Seton Hall University can employ different techniques when preparing for exams to improve their academic performance. They are able to utilize a variety of tools and strategies to prepare for tests that may allow them to recall and manipulate information according to the task at hand. One of these techniques includes studying using online games that are set up as quizzes in order to be constantly exposed to the information in a more entertaining fashion. Mini quiz games such as “Quizlet,” “Kahoots”, or “Quizizz” may be beneficial study methods because they provide visual and repetitive strategies that can help incorporate information into working and short term memory in order to recall the information at …show more content…
A study conducted by Baniqued and colleagues found that participants who engaged in cognitive training games had, “improvements in “lower-level” abilities of perceptual speed and attention—which may reflect more efficient processing of stimuli to support performance in more complex tasks” (Baniqued et al., 2015). In other words, participants who engaged in cognitive training games showed improved in perceptual speech and …show more content…
According to Baddeley (2003), “Working memory involves the temporary storage and manipulation of information that is assumed to be necessary for a wide range of complex cognitive activities (189).” He suggested that this model is divided into three subsystems, one that focuses on verbal and acoustic information referred to as the phonological loop and the other on the visual components called the visuospatial sketchpad. Both these subsystems are controlled through a third control system called the central executive. The central executive is responsible for attention control of working memory. Using mini quiz games to test one’s knowledge allows an individual to have immediate recall as well as correct feedback. This will improve test performance because of the constant repetition of the material (Vinney et al., 2016). If students did not have the ability to activate the phonological loop or visuospatial sketchpad repeatedly, there is a decreased likelihood for information to get transferred into long term memory. Strong neural connections are not being built to re-access the material. This way, the information is received and is maintained for a small period of time or not at all (Baddeley,

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