Channel-Hopping Revision
From Taskmaster to Traitors: How TV-Inspired gamification turned revision into an interactive and memorable learning experience.
I recently set myself the challenge of making revision sessions more than just a recap, I wanted something meaningful, memorable, and fun. As module coordinator for Fundamentals of Dental Nursing Practice, I wanted to reframe how we revisit core concepts such as the GDC’s ethical principles, infection control, patient safety, and communication skills.
I created a dynamic revision session structured like a night of channel surfing through popular television formats. Students were the remote holders, meaning they could vote to switch “channels” at any point, moving between themed activities and returning to them as needed. This flexibility gave students choice in their learning and helped them reflect on what worked best for their learning style and re-engage when their attention waned. Because when education feels like something students actively want to “tune in” to, learning becomes unforgettable.
Before the session even began, students received AI generated teaser images and promotional "adverts" for upcoming shows designed to build excitement and prime engagement. By using these in Moodle announcements, I found even my academic colleagues were getting drawn in and asking about the session.
During the break for the students, I also created a very cheesy fake advert for some revision notes, advertising that they were “available now!” (at the front of the room) “for all your revision needs!”
Here are the activities based on different TV shows:
1. Taskmaster
The Taskmaster segment opened the session. Using Padlet, students were asked to complete challenges under the theme “Bring the Taskmaster….” (similar to the opening task of the show) Tasks ranged from clinical to creative, for example:
“Bring the Taskmaster an AI-generated image that represents part of the decontamination cycle”
“Bring the Taskmaster an article showcasing poor patient care and the GDC standard it breaches”
This segment not only built digital literacy (including ethical use of AI tools), but it also encouraged reflective thinking. This task was also made available prior to the session, so students could start thinking about it early and contribute even if they could not make the in-person session.
2. The Contaminators (The Traitors)
This activity was based on the show “The Traitors” and although I didn’t have the Claudia Winkleman fringe, I did wear fingerless gloves, a polo neck, heavy eyeliner and gave my best deadpan delivery. The task focused on cross-infection, routes of transmission, and infection prevention and control procedures. I selected a small number of “Contaminators” at random. These students were informed privately and tasked with “infecting” others through specified transmission routes during each round of the game. The rest of the group were “Nurses” who needed to stay safe, observe suspicious behaviours, and attempt to identify the contaminators at the end of each round.
The first round was Airborne Transmission :You may infect anyone simply by choosing a name while everyone has their eyes closed. This highlighted the invisibility and pervasiveness of airborne risks, especially in poorly ventilated or crowded environments. Students noted how impossible it was to prevent airborne infection without appropriate PPE or ventilation, a key insight into aerosol-generating procedures.
The second round was Indirect Transmission: Infect by contaminating shared objects e.g. pens, scissors and paper which could all be used during a concurrent task. Students were asked to work collaboratively, encouraging natural movement and material sharing which made the task harder. This round triggered strategic thinking; one student even used tweezers to avoid direct contact with communal materials, demonstrating remarkable application of theory to practice.
The final round was Direct Transmission: Infect by lightly touching another student’s shoulder during a break period when movement was encouraged. Students were given a short break and encouraged to move around and stretch, which again aided the Contaminators' opportunities to “infect”. This round mimicked both clinical and informal settings, where infection control vigilance often lapses.
Feedback was overwhelmingly positive. Students were actively engaged, often laughing and strategising throughout the game. More importantly, they retained key terminology and were able to describe each transmission route accurately during the knowledge-check at the end of the session.
3. Dragons’ Den
Students were given an everyday oral hygiene item on their table, such as a toothbrush or floss and asked to pitch the item as a completely new and revolutionary idea. Meanwhile, the rest of the class were the “Dragons” and were prepped to critique the item using whatever reasons they could think of e.g. “What's the point of brushing twice a day?” to “but if I use an electric toothbrush with water, won’t I be electrocuted?”
These pitches allowed students to mirror some potential real-world patient scenarios, and practise their Oral Hygiene Instruction. They had to think in advance about the possible arguments and be well versed in the benefits of each item. This increased their confidence in patient communication as they had to be prepared to justify their case, just as they would in clinical practice.
4. Who wants to be a Dental Nurse? (Who wants to be a Millionaire?)
For those students that still wanted a traditional quiz, I created a multiple choice quiz that was directly aligned to their Summative assessment, but added game show visuals, dramatic music, and the use of lifelines. These included Ask the Audience (get the rest of the class to vote), Phone a Friend (I had a fellow academic on standby to answer their questions over the phone) and 50:50 (eliminate 2 wrong answers).
Questions were aligned with the module’s learning outcomes and covered everything from consent and safeguarding to GDC principles. By using the lifelines, this helped students assess their readiness for summative assessment in a low pressure environment and allowed me to identify areas needing reinforcement in future sessions.
Gamification, when grounded in strong learning design, can empower students to take ownership of their learning, increase engagement, and improve retention. The GDC’s Scope of Practice emphasises the importance of being trained, competent, and reflective. These are exactly the attributes we nurtured throughout the session via gamified activities.
