Be the Future: Evolve Your Classroom Through Engaging Activities

Today's college students, primarily Generation Z [1-3], prefer active learning environments that incorporate technology [2, 3]. The dental hygiene curriculum includes biomedical science courses including microbiology [4], where students provided verbal feedback on classroom engagement activities. They expressed greater satisfaction with interactive methods and concern over lower engagement in lecture-based courses. This generation prefers interactive courses over traditional lectures [1, 2]. According to their feedback, engagement activities sustain their interest in the subject and enhance their interactive learning experiences with classmates. Educators should consider students' learning preferences and personality types, as these factors may impact academic performance [5]. Course directors from three microbiology courses at Virginia Commonwealth University and Old Dominion University implemented a variety of classroom engagement tools throughout the semester, including interactive questions, review games, hands-on activities (e.g., role-playing and use of mobile stations), etc. To evaluate students’ satisfaction with these tools, a survey was administered and sent to 236 microbiology students to determine how engagement tools impacted students’ level of understanding and preparation for exams and quizzes. It was essential to ask students whether classroom engagement tools effectively prepared them for exams and quizzes, as the requires dental hygiene programs to demonstrate compliance with learning experiences implemented in each class session, including didactic courses. Course directors acted as facilitators by distributing survey links and sending reminders to students. A total of 118 responses were obtained, indicating a 50% response rate. The most commonly selected tool was interactive questions during lectures (91%), followed by memes and visuals in presentation slides (59%). Students rated their attention span and understanding of course content using specific engagement tools. A 5-point Likert scale ranging from “very poor” to “very good” was used. Attention span was rated as “good” or “very good” ranging from 50% to 79% while understanding course content ranged from 67% to 80%. Figure 1 displays the self-reported utilization of each of the tools along with perceived attention span and understanding. Seventy-two percent of student participants reported that engagement tools were “likely” or “very likely” to prepare them for exams and quizzes. Additionally, satisfied students were more likely to report earning an “A.” Researchers acknowledge the study's limitations, notably the inclusion of three introductory microbiology courses instructed by different educators with varying curricula. Furthermore, the findings are based on students' self-reported data, which may introduce subjective bias. The lowest-rated tool was hands-on activities, such as role-playing and the use of mobile stations, which may be due to the predominant introverted personality type of respondents (73%). Of those who identified as more extroverted, 25% responded as “dissatisfied” or “very dissatisfied” (Figure 2). Respondents who were not as satisfied with engagement tools self-reported a grade of C or lower. Educators can integrate diverse engagement tools to accommodate varied learning styles while considering potential distractions. Interactive questions, review games, and hands-on activities enhance academic performance and retention. Strategically incorporating these tools throughout lectures reinforces knowledge. Active writing and drawing support introverted students by fostering independent engagement, whereas role-playing and mobile stations may not suit all learners. We would like to thank Virginia Commonwealth University and Old Dominion University students enrolled in microbiology courses in the Fall 2023 semester and their respective course directors for participating in this survey.