1887

Abstract

An important part of learning within lectures and classrooms is active participation, but this is sometimes difficult in larger lecture rooms. Questioning students is also not very fruitful in larger rooms for many reasons and invariably results in a wall of silence. Playing active-learning games changes the student–teacher dynamic and energizes the lecture room, making the lecture more memorable and worthwhile for the students. In our microbiological lectures, particularly lectures on virology and immunology, students play the ‘catch-the-virus’ game. As all students are in the game together, there is a competitive edge, and students forget about the anxiety of the the lecture theatre. Importantly, because of the nature of the game, the entire lecture room is involved, including students in the back rows. Interestingly, the recent coronavirus disease 2019 (COVID-19) pandemic, and its impact on student lives, makes the catch-a-virus game even more poignant.

Keyword(s): COVID-19 , game , Hoberman , microbiology and virus
  • This is an open-access article distributed under the terms of the Creative Commons Attribution License. This article was made open access via a Publish and Read agreement between the Microbiology Society and the corresponding author’s institution.
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/content/journal/acmi/10.1099/acmi.0.000302
2022-01-13
2022-01-17
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