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.

As part of ongoing efforts to enhance teaching practices in a large-class introductory biochemistry course, we have recently tested the effects of using a student response system (clickers) on student exam performances and engagement with the course material. We found no measurable difference in class mean composite examination score for students taught with clickers than for those taught in traditional lectures. However, there were significantly more students in the highest achievement category (91-100%) in the section that incorporated clickers than in any other section over five academic terms. Overall, students gave high approval ratings for the use of the clickers, particularly in increasing their participation and engagement in lectures. However, students who reported their performance to be in the lowest performance categories gave a lower level of approval for the use of the clickers than those who reported their performance to be in the higher performance categories. The implications for using clickers to improve teaching in biochemistry are discussed.