Abstract
Review sessions for exams traditionally rely on a question-answer approach, making students passive learners and may not be effective in helping students be successful. Games in educational settings may help encourage interaction, peer-to-peer learning, and participation in the learning process. To address some of the shortcomings of traditional review approaches, the authors developed a game called "SOC-Pong" [pronounced "/'sou.J'.pa:n/"]. The game co-opts the popular college drinking game "beer pong. " This study evaluates how effective SOC-Pong is compared to the traditional question-and-answer review approach. Surveys were distributed to two sections of an introductory sociology course after either a traditional review or a review in which the class played SOC-Pong. The surveys included Likert scale closed-ended questions that sought to discover: (1) if the review increased understanding of relevant information; (2) if the review was fun; (3) if they felt comfortable participating in the review session; (4) if they learned from their classmates during the review; and (5) if they felt confident going into the exam after having participated in the session. The class average was calculated for both sections for the mid-semester exam and final exam scores. An open-ended question asking participants what they thought of the review was also included. Students who participated in SOC-Pong reported finding the game more fun and engaging than a traditional review method. It was also found that SOC-Pong was more effective in fostering collaborative learning among students. SOC-Pong might ideally be coupled with other review approaches to maximize deeper learning ahead of an exam.