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The pedagogy of technology: Attitudes of biochemistry students towards practice questions in online game or pdf format

In our biochemistry course we provide multiple choice questions in PDF format. Recently, we decided to use an online game. To explore possible advantages of this approach, we compared students’ attitudes towards questions in online game or PDF format. Students had access to either the PDF or the online game. Feedback was collected using a survey and analyzed by item analysis. Open‐ended comments were also solicited. The comments were grouped as either positive or negative and then categorized. The number and nature of the comments in each category was compared for the two groups. Item analysis showed that the questions were perceived as equally valuable by both groups. However, the comments revealed notable differences in attitude. The game‐users submitted a greater proportion of negative comments (71%) than PDF users (39%). The negative comments revealed that game users complained more frequently about technical difficulties, and PDF users complained more frequently about question content and errors. The positive comments revealed that both groups felt the questions helped them in exams. However, only game users reported that the format was ‘engaging and fun.’ Overall, our students valued the questions provided, regardless of format. However, those using the game and PDF formats reported quite different negative and positive attitudes, which likely impact the function of the practice questions as a learning tool.