Journal Of Undergraduate Neuroscience Education[JOURNAL]
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200 papers
Escape from traditional learning: A neuroscience escape room activity for neuroscience education.
Munoz J, Boucher L
J Undergrad Neurosci Educ · 2025 · PMID 40655170 · Full text
This paper provides a step-by-step guide to developing a neuroscience themed escape room. We designed the escape room based on our introductory neuroscience learning outcomes which required students to remember key conce...
This paper provides a step-by-step guide to developing a neuroscience themed escape room. We designed the escape room based on our introductory neuroscience learning outcomes which required students to remember key concepts while working together both as a group and individually to solve six neuroscience-themed challenges. Data include time to escape, as well as the results of a post-event survey that had individual students rate the value of the activity, their own personal effort, and their perceptions of instructor contribution. We found that students enjoyed this activity and that the amount of personal effort put in by the student was correlated with how fast they solved the six challenges in our escape room. We conclude that the escape room is a low cost, high impact event that can motivate student learning of neuroscience and promote retention.
An Integrative Brain and Behavior CURE (Course-Based Undergraduate Research Experience) Using Immunohistochemistry in the Fighting Fish .
Crescencio GA, Femi-Jegede OD, Zhang J … +2 more , Aquino Vasquez EA, Wallace KJ
J Undergrad Neurosci Educ · 2024 · PMID 39810968 · Full text
Course-based undergraduate research experiences (CUREs) provide a variety of benefits to student learning outcomes. Here we describe an upper-level semester-long CURE that was implemented in Spring 2024 at Amherst Colleg...
Course-based undergraduate research experiences (CUREs) provide a variety of benefits to student learning outcomes. Here we describe an upper-level semester-long CURE that was implemented in Spring 2024 at Amherst College, a small liberal arts college, as part of the NEUR 313: Social Neuroendocrinology course. In the CURE students conducted behavioral and immunohistochemical assays in the fighting fish . Students assessed whether behavioral and neural response differed between fish exposed to social and nonsocial stimuli. The CURE exposed students to a suite of behavioral, wet lab, and data analysis techniques. In addition to completing weekly lab primers, the students' research efforts culminated in a final written paper and oral presentation where students integrated both mechanistic and eco-evolutionary thinking. The CURE was very positively reviewed by the students, and future iterations of the CURE can be easily modified to fit new research topics that further explore biological questions through a neuroethological lens.
Primary Literature for Teaching Neuroimmunology - An Instructor's Resource.
Chivero ET
J Undergrad Neurosci Educ · 2024 · PMID 39810967 · Full text
Supplementing textbooks with primary literature in teaching neuroscience is a growing practice associated with several positive outcomes, such as increased content knowledge, research and data skills, and critical thinki...
Supplementing textbooks with primary literature in teaching neuroscience is a growing practice associated with several positive outcomes, such as increased content knowledge, research and data skills, and critical thinking. This pedagogical approach, however, still needs further development to make it accessible to instructors and valuable to students. This article describes a series of published articles we used in an undergraduate neuroimmunology course. Articles were selected to supplement the teaching of significant principles in the neuroimmunology of disease in neuro-infections, autoimmune diseases, and neurodegenerative diseases. Specifically, articles on multiple sclerosis, experimental autoimmune encephalitis, Herpes Simplex Virus 1, SIV/HIV infections, Alzheimer's, and Parkinson's diseases are described, and the pedagogical value of each is enunciated. These sources could be incorporated into a range of undergraduate and graduate courses to introduce several topics and principles of neuroimmunology.
SfN 2024 report: Sweet Home Chicago JUNE and FUN Faculty Awards.
Reynolds ER, Rhinehart E, Kang YY
J Undergrad Neurosci Educ · 2024 · PMID 39810966 · Full text
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Approaching Diversity, Equity, And Inclusion in The Faculty for Undergraduate Neuroscience: Are we There Yet?
Neuwirth LS, Quadros-Mennella PS, Abrams M … +11 more , Nahmani M, Bates S, Tobiansky DJ, Seraphin SB, Maeng LY, Shah A, Penton R, Tan T, Cabañas E, Linden M, Kang YY
J Undergrad Neurosci Educ · 2024 · PMID 39810965 · Full text
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How to Integrate Neuroethics into a Neuroscience Course - And Drive Student Engagement with Core Concepts.
Boyd JL
J Undergrad Neurosci Educ · 2024 · PMID 39810964 · Full text
Students are thinking about ethical, moral, and societal implications of science-as individuals and communities- regardless of whether these topics are part of formal curricula. Ethical questions can arise from broad neu...
Students are thinking about ethical, moral, and societal implications of science-as individuals and communities- regardless of whether these topics are part of formal curricula. Ethical questions can arise from broad neuroscientific questions (What is consciousness?), emerging topics (e.g., synthetic biological intelligence), neurotechnologies (e.g., human brain organoids), and respective intersections (Could brain organoids be intelligent or conscious?). As a field of scholarship, the ethics of brain science, or 'neuroethics', can help students to situate what they are learning in the classroom within a broader socio-philosophical context that advances critical and ethical reasoning toward future neuroscience research or technologies. I will argue that neuroethics can also enhance student situational interest and cognitive engagement with core neuroscientific concepts that align with core learning objectives. Yet faculty face challenges when incorporating neuroethics topics into courses, which may include, but are not limited to i) lack of disciplinary expertise, ii) time or resource constraints within courses, or iii) the perceived lack of value in formally including ethics instructional content in courses focused on core concepts in neuroscience education. This Opinion article aims to demonstrate how these challenges can be overcome. I describe how the Value Reappraisal Model can be used as a process theory to guide integration of neuroethics into neuroscience curricula. My autoethnographic account of developing and teaching a new course provides a case study for faculty who are interested in creating curricular opportunities for students to engage with ethical issues by fostering deeper learning and appreciation of core concepts in neuroscience.
Historical Depictions of the Brain: The Origins from the Non-Western World.
Yousef T
J Undergrad Neurosci Educ · 2024 · PMID 39810963 · Full text
Any written work concerning the history of neuroanatomy would be difficult to imagine without acknowledging the pioneering works of Santiago Ramón y Cajal and Camillo Golgi. Cajal improved upon Golgi's staining technique...
Any written work concerning the history of neuroanatomy would be difficult to imagine without acknowledging the pioneering works of Santiago Ramón y Cajal and Camillo Golgi. Cajal improved upon Golgi's staining technique at the turn of the 20th century. He implemented it to deliver the world's first incredibly detailed visualizations of cellular networks of the nervous system. Dating further back to the 15th century, most students of neuroanatomy or of the philosophy of science are familiar with René Decartes' depiction of mind-body dualism which illustrates the passing of visual information to the brain. These illustrations (i.e., mostly Cajal's) have gone on to significantly influence future research, commonly featured as visual aids in neuroscience presentations. Like most of the historical depictions of the brain, including medieval illustrations of trepanning, these drawings are of western European origin. Little, if any work has attempted to compile or assess historical depictions of the brain from outside of the western world. It is very likely that non-western historical depictions of the brain exist, but are less popularized and have been scarce in the circulating historical literature. Thus, more historical investigations are required to balance these views for a complete historical lens on neuroanatomy. Since early civilizations existed far across the globe, it is likely that depictions of the nervous system have existed before the aforementioned scholars who make up the mainstream approach to neuroanatomy history education. The present work aims to introduce students and instructors of neuroscience, and particularly neuroanatomy, to other early illustrated neuroanatomical works which may be less popularized. Additionally, this assessment seeks to provide a deeper understanding of the historical emergence of neuroscience and more specifically, neuroanatomy. This article attempts to start this conversation, utilizing what are thought to be the first modern neuroanatomical analyses of some of the cited illustrations from the non-western world.
Effects of Gamification on Student Success and Perception of Instruction in Neuroanatomy: A Retrospective Analysis.
Fry BR
J Undergrad Neurosci Educ · 2024 · PMID 39810962 · Full text
As a subset of active learning, gamification involves the application of gaming principles as a means of improving student outcomes in the classroom. Recent work has shown that such active learning strategies may be part...
As a subset of active learning, gamification involves the application of gaming principles as a means of improving student outcomes in the classroom. Recent work has shown that such active learning strategies may be particularly effective at reducing the rate of failure in STEM courses. In this retrospective case study, I examined the effects on student exam performance, rate of failure, and perception of instruction following a semester-long course improvement project that involved implementing a novel tabletop style roleplaying game () during lab sessions in an undergraduate neuroanatomy course. The game I developed tasked students with using their knowledge from lecture to design their own pathological zombie nervous system. When compared to a previous cohort, students in the gamified version of the course showed significantly increased exam scores, a trend toward decreased rates of failure, and a more positive perception of instruction, even though lecture and exam content remained the same.
Active Learning Exercises in Synaptic Physiology and Connectivity for the Neuroscience Lecture Hall, Laboratory Course, or Outreach Setting.
Meadows A, Sweiss R, Kanchana V … +4 more , Stout RF, Otazu GH, Nicholas A, Ramos RL
J Undergrad Neurosci Educ · 2024 · PMID 39810961 · Full text
It is well-understood that active learning approaches have positive learning outcomes and improve retention. Active learning strategies for the neuroscience laboratory setting have been extensively developed. Fewer activ...
It is well-understood that active learning approaches have positive learning outcomes and improve retention. Active learning strategies for the neuroscience laboratory setting have been extensively developed. Fewer active learning approaches are available for the traditional lecture-based setting. Here we describe novel active learning exercises that teach fundamental principles of neuronal circuits and synaptic connectivity ideal for introductory neuroscience courses. Given the complexity of synaptic networks in the brain and the difficulty this material can present to students, our novel exercises can be beneficial to the neuroscience education community.
Neurosimilator for Undergraduate Biophysics and Neurophysiology Courses.
Dupuis F, Shlyonsky V, de Prelle B … +1 more , Gall D
J Undergrad Neurosci Educ · 2024 · PMID 39355677 · Full text
Stringent animal welfare principles are forcing undergraduate instructors to avoid the use of animals. Therefore, many hands-on lab sessions using laboratory animals are progressively replaced by computer simulations. Th...
Stringent animal welfare principles are forcing undergraduate instructors to avoid the use of animals. Therefore, many hands-on lab sessions using laboratory animals are progressively replaced by computer simulations. These versatile software simulations permit the observation of the behavior of biological systems under a great variety of experimental conditions. While this versatility is important, computer simulations often work even when a student makes wrong assumptions, a situation that poses its own pedagogical problem. Hands-on learning provides pupils with the opportunity to safely make mistakes and learn organically through trial and error and should therefore still be promoted. We propose an electronic model of an excitable cell composed of different modules representing different parts of a neuron - dendrites, soma, axon and node of Ranvier. We describe a series of experiments that allow students to better understand differences between passive and active cell responses and differences between myelinated and demyelinated axons. These circuits can also be used to demonstrate temporal and spatial summation of signals coming to the neuron via dendrites, as well as the neuron coding by firing frequency. Finally, they permit experimental determination along with theoretical calculations of important biophysical properties of excitable cells, such as rheobase, chronaxie and space constant. This open-source model has been successfully integrated into an undergraduate course of the physiology of excitable cells and student feedback assessment reveals that it helped students to understand important notions of the course. Thus, this neuromorphic circuit could be a valuable tool for biophysics and neuroscience courses in other universities.
And We'll Have Fun Fun Fun….
Reynolds ER
J Undergrad Neurosci Educ · 2024 · PMID 39355676 · Full text
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The Neuroscience Research Opportunities to Increase Diversity Program: Transformative and Successful Research Training Strategies for Undergraduate Students within Hispanic Serving Institutions.
Maldonado-Vlaar CS, García-Arrarás JE
J Undergrad Neurosci Educ · 2024 · PMID 39355675 · Full text
Over the past 14 years, the Neuroscience Research Opportunities to Increase Diversity (NeuroID) program, funded by the National Institute of Neurological Diseases and Stroke (NINDS), has played a transformative role in t...
Over the past 14 years, the Neuroscience Research Opportunities to Increase Diversity (NeuroID) program, funded by the National Institute of Neurological Diseases and Stroke (NINDS), has played a transformative role in training numerous undergraduate Hispanic students within The University of Puerto Rico-Rio Piedras (UPR-RP). This innovative Neuroscience-based research training initiative has successfully guided dozens of Hispanic students toward graduate programs in Neuroscience, significantly contributing to the enhancement of diversity within the academic and scientific fields. The achievements of the NeuroID program can be attributed to three key objectives. Firstly, the establishment of a comprehensive and innovative program has provided Hispanic undergraduate students with invaluable insights into various facets of a research career in neuroscience. Secondly, the program has fostered a robust mentorship network that supports selected students throughout their journey to become neuroscientists. Thirdly, it has strengthened the neuroscience network in Puerto Rico by bridging the gap between undergraduate teaching universities and research laboratories in top-tier institutions across the mainland United States.
The Efficacy of a Novel Board Game to Teach Cable Properties to Introductory Neuroscience Undergraduate Students.
Rydbom J, Das S, Storm A … +1 more , Nemes-Baran A
J Undergrad Neurosci Educ · 2024 · PMID 39355674 · Full text
Engagement activities in large classrooms (>100 students) are difficult due to space constraints, number of participants, and overall noise. Additionally, electrophysiological concepts in foundational neuroscience course...
Engagement activities in large classrooms (>100 students) are difficult due to space constraints, number of participants, and overall noise. Additionally, electrophysiological concepts in foundational neuroscience courses can be confusing and lack excitement. Providing students an opportunity to further engage in the material they are learning and apply their knowledge promotes community in the classroom, a deeper understanding of the topic, and an overall increase in retention. Game-based learning has been used in education across all levels and disciplines to provide students with this opportunity. is a board game created to offer students a fun way to learn and apply cable properties of action potential propagation. This game allows students to practice vocabulary terms, apply their knowledge of changes in the cell that impact the speed of an action potential, and develop comradery with their classmates. In this article, we have assessed the board game for its efficacy in teaching concepts of cable properties, its ability to promote engagement in a large classroom, its feasibility and timing with a large class, and its potential to elicit comparable formative assessment scores to students who learned these concepts through didactic lecture. Overall, the board game was feasible for a large class to complete within the class period. The results showed an increase in understanding and retention of the material in addition to preference over didactic lectures with students reporting higher engagement, interaction with their peers, and enjoyment in the activity.
Sherlock Holmes and the Neurophysiologists: Unraveling the "Mystery" of Active Learning Success.
French LB, Stauffer M, Requena MS
J Undergrad Neurosci Educ · 2024 · PMID 39355673 · Full text
The Sherlock Holmes (SH) Project is a collaborative problem-solving activity in the form of a murder mystery that is a great resource for upper-level undergraduate courses in neurophysiology that emphasize synaptic trans...
The Sherlock Holmes (SH) Project is a collaborative problem-solving activity in the form of a murder mystery that is a great resource for upper-level undergraduate courses in neurophysiology that emphasize synaptic transmission and neuromuscular communication. This project, originally described by Adler and Schwartz (2006), has become a central focus of the Neurophysiology course at Allegheny College, along with many complementary activities that work to reinforce the neuroscience material and skills such as creative experimental design and analysis. Active Learning research in advanced levels of undergraduate courses is rare in the pedagogy literature, and this paper adds to that body of research. Formal assessment of the course generally and the SH Project specifically support the hypothesis that the active learning pedagogical strategies employed foster a positive and successful learning environment.
Low-Cost Classroom and Laboratory Exercises for Investigating Both Wave and Event-Related Electroencephalogram Potentials.
Smith K, Pilger A, Amorim MLM … +11 more , Mircic S, Reining Z, Ristow N, Miller D, Leonhardt A, Donovan JC, Meier M, Marzullo TC, Serbe-Kamp E, Steiner AP, Gage GJ
J Undergrad Neurosci Educ · 2024 · PMID 39355672 · Full text
Electroencephalography (EEG) has given rise to a myriad of new discoveries over the last 90 years. EEG is a noninvasive technique that has revealed insights into the spatial and temporal processing of brain activity over...
Electroencephalography (EEG) has given rise to a myriad of new discoveries over the last 90 years. EEG is a noninvasive technique that has revealed insights into the spatial and temporal processing of brain activity over many neuroscience disciplines, including sensory, motor, sleep, and memory formation. Most undergraduate students, however, lack laboratory access to EEG recording equipment or the skills to perform an experiment independently. Here, we provide easy-to-follow instructions to measure both wave and event-related EEG potentials using a portable, low-cost amplifier (Backyard Brains, Ann Arbor, MI) that connects to smartphones and PCs, independent of their operating system. Using open-source software (SpikeRecorder) and analysis tools (Python, Google Colaboratory), we demonstrate tractable and robust laboratory exercises for students to gain insights into the scientific method and discover multidisciplinary neuroscience research. We developed 2 laboratory exercises and ran them on participants within our research lab (N = 17, development group). In our first protocol, we analyzed power differences in the alpha band (8-13 Hz) when participants alternated between eyes open and eyes closed states (n = 137 transitions). We could robustly see an increase of over 50% in 59 (43%) of our sessions, suggesting this would make a reliable introductory experiment. Next, we describe an exercise that uses a SpikerBox to evoke an event-related potential (ERP) during an auditory oddball task. This experiment measures the average EEG potential elicited during an auditory presentation of either a highly predictable ("standard") or low-probability ("oddball") tone. Across all sessions in the development group (n=81), we found that 64% (n=52) showed a significant peak in the standard response window for P300 with an average peak latency of 442ms. Finally, we tested the auditory oddball task in a university classroom setting. In 66% of the sessions (n=30), a clear P300 was shown, and these signals were significantly above chance when compared to a Monte Carlo simulation. These laboratory exercises cover the two methods of analysis (frequency power and ERP), which are routinely used in neurology diagnostics, brain-machine interfaces, and neurofeedback therapy. Arming students with these methods and analysis techniques will enable them to investigate this laboratory exercise's variants or test their own hypotheses.
Integrating Intercultural Competence into a Neuroscience Curriculum through a Short-Term Study Abroad Program.
Herin GA, Lewis GM
J Undergrad Neurosci Educ · 2024 · PMID 39355671 · Full text
We sought to enrich our neuroscience curriculum by developing a study abroad program that would address curricular goals and requirements at several levels. "Neuroscience and Technology in Germany" was designed to includ...
We sought to enrich our neuroscience curriculum by developing a study abroad program that would address curricular goals and requirements at several levels. "Neuroscience and Technology in Germany" was designed to include a diversity of participants, integrate intercultural competence in participants, fulfill university core curriculum requirements, build on the Science, Technology, Engineering, and Math (STEM) foundation of our major, and fulfill major electives. We also hoped that it would serve as a synthetic experience allowing students to integrate foundational coursework with novel ideas and real-world research applications. We developed an itinerary that balanced multiple activities to meet those goals. We included scientific visits, STEM-focused museums, and significant cultural and historical sites. Scientific visits covered a range of topics in the field of neuroscience including cellular and pharmacological neuroscience, development, cognition, mental illness, artificial intelligence, and the mind-body problem. Pre-visit academic activities included review lectures on general topics (e.g., visual system), scaffolded literature reading, and discussion of previous literature from our hosts. Post-visit academic activities integrated previous foundational curriculum with new research. Cultural historical activities encouraged comparison between a student's home culture, predominant North American culture, and German culture. The first iteration was successful academically and logistically. In post-program surveys, 87.5% of students felt the program had met the learning objectives 16). Students agreed that scientific visits and preparatory lectures were relevant to the learning objectives, together with several cultural and historical visits. Students responded positively to an outing to the mountains and found a concentration camp memorial visit moving. They nearly universally reported that the program led to their personal growth. Students did not find several guided tours of STEM-related sites were relevant to our learning objectives, and opinions were mixed as to the balance of structured vs. unstructured time, balance of scientific vs. historical/cultural activities, and how to schedule free time. Students asked for more scientific background preparation, so we modified the upcoming iteration to include a "Neuroscience Boot Camp" prior to departure. We also selected guided tours more carefully and modified scheduling according to student feedback.
Using BioRender for Active Learning: Exploring Learning-Style Preference and Visual-Spatial Ability in Undergraduate Students.
Ha J, Afana D, Moghaddam KN … +1 more , Nicholas A
J Undergrad Neurosci Educ · 2024 · PMID 39355670 · Full text
Visual-spatial reasoning has been considered a predictor of performance success in STEM courses, including engineering, chemistry, biology, and mathematics. Little is known, however, about whether visual-spatial ability...
Visual-spatial reasoning has been considered a predictor of performance success in STEM courses, including engineering, chemistry, biology, and mathematics. Little is known, however, about whether visual-spatial ability predicts success for non-STEM students in general education neuroscience courses. In the following study, we investigate how scores on tests of visual-spatial object rotation relate to student performance on illustrative and content exams in a large non-major undergraduate neuropharmacology course. To help students understand content visually, the course provided students with homework assignments that allowed them to create illustrations of lecture content using the online scientific illustration software, BioRender. Findings suggest that percent completion of BioRender assignments was a greater predictor of student performance than tests of innate visual-spatial ability. In addition, we show that visual learning style preference was not correlated with visual-spatial ability, as measured by the Purdue Spatial Visualization Test-Visualization of Rotations. Neither did learning style preference predict student success. The following paper suggests practice illustrating neuroscience concepts, or perhaps content practice in general, had a greater impact on student learning independent of learning style preference or innate visual-spatial ability.
Use of Buzz Buttons to Illustrate Taste Perception Principles in a Sensation and Perception Laboratory Exercise.
Jeye BM
J Undergrad Neurosci Educ · 2024 · PMID 39355669 · Full text
The buzz button is an edible flower that induces a tingling, electric sensation in the mouth and alters the perception of different flavors. The buzz button's taste-altering effect is thought to be caused by the bioactiv...
The buzz button is an edible flower that induces a tingling, electric sensation in the mouth and alters the perception of different flavors. The buzz button's taste-altering effect is thought to be caused by the bioactive compound spilanthol. The present article details a laboratory exercise that explores taste perception principles using the buzz button in an undergraduate Sensation and Perception course. A detailed step-by-step guide for the laboratory exercise is included along with analyzed student results. Students first sampled various food items that spanned the different taste sensations (i.e., salty, sweet, sour and bitter) and then rated their perceived taste intensity on a scale from one (not intense) to ten (very intense). Next, students consumed a buzz button and resampled each food item as well as re-rated their perceived taste intensities. It was found that students' perceived taste intensities for sour items and sweet items were decreased after consuming the buzz buttons. Additionally, students also completed a post-activity survey in which they indicated that this was an interesting and enjoyable exercise. This highlights the value of this particular hands-on demonstration in teaching about the connection between taste and tactile perception.
Virtual Dissection Table Case Studies for Undergraduate Neuroanatomy Written Assignments.
Wang J, Beecher K, Chehrehasa F
J Undergrad Neurosci Educ · 2024 · PMID 39355668 · Full text
Neuroanatomy education benefits from cadaveric specimens, yet challenges with access, cost, and health concerns exist. Virtual Dissection Tables (VDTs) offer digital alternatives to traditional cadaveric learning. This a...
Neuroanatomy education benefits from cadaveric specimens, yet challenges with access, cost, and health concerns exist. Virtual Dissection Tables (VDTs) offer digital alternatives to traditional cadaveric learning. This article evaluates the pedagogical value of VDTs in undergraduate neuroanatomy education. While VDTs, primarily Anatomage, offer interactive 3D cadaveric images and customization options, research on their impact on neuroanatomy learning outcomes remain limited. Existing studies suggest comparable knowledge retention between VDTs and cadaveric learning, with varying effects on student satisfaction. Investigations of non-exam-based neuroanatomy assessments, however, are scarce. This study presents a case study using VDTs as the basis for a neuroscience assignment report, exploring its construction, and evaluating its strengths, and weaknesses through a student survey. Implemented in an advanced neuroscience course, the assignment involves analyzing 3D reconstructed MRI scans of neuropathological conditions displayed on the VDT. The task requires students to collate, analyze, and predict symptoms based on the pathology observed, aligning their findings with neuroscience literature. This innovative approach aims to enhance research and academic writing skills while expanding the use of VDTs beyond traditional assessment formats in neuroscience education. We found that the case-study format benefited students' neuroanatomy learning and application ability. Further studies should be conducted, however, to understand the effect of VDT use on learning outcomes in case study contexts.
: A Neuroscience Word Game.
Kaur AW
J Undergrad Neurosci Educ · 2024 · PMID 39355667 · Full text
Game-based learning is a promising approach that can promote engagement and deep learning of course content in a fun setting. This article describes the development, implementation, and evaluation of a card game designed...
Game-based learning is a promising approach that can promote engagement and deep learning of course content in a fun setting. This article describes the development, implementation, and evaluation of a card game designed to help students develop greater familiarity and comfort with complex neuroscience vocabulary. To play , students within a team take turns acting as the Lead Neurd, who must get the team to guess a Neuroscience word without using any of the Forbidden words listed on the card. The game is designed to help students develop a deeper understanding of neuroscience terminology, identify relationships between terms, identify gaps in their understanding, and reinforce learning. The game was evaluated in a 200-level fundamentals of neuroscience course at a small public liberal arts university. Students showed increased content knowledge through pre-post testing, and a post-game self-reported survey showed that playing enabled students to assess, increase, and apply content knowledge. Gameplay also helped students develop greater communication, critical thinking, and teamwork skills. In addition, students reported experiencing greater engagement through this fun learning activity. This game could act as an adaptable and effective learning tool across a range of neuroscience courses.
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