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Illuminations
Having fun and accepting challenges are natural instincts: jigsaw puzzles
to challenge students and test their abilities while having fun!
Hanna R. Rodenbaugh,
1
Heidi L. Lujan,
2
David W. Rodenbaugh,
3
and Stephen E. DiCarlo
2
1
Andrew G. Schmidt Middle School, Fenton, Michigan;
2
Department of Physiology, Wayne State University School
of Medicine, Detroit, Michigan; and
3
Department of Biomedical Sciences, Oakland University William Beaumont School
of Medicine, Oakland, Michigan
Submitted 4 October 2013; accepted in final form 21 January 2014
CROSSWORD PUZZLES, hidden messages, word scrambles, word
searches, card games, and “virtual” rats are used to motivate
students, enhance their understanding of physiology, and foster
logical thinking and problem-solving skills (1, 5–7). Similarly,
jigsaw puzzles advance these attributes while also promoting
the development of visual-spatial processing skills (9). The
process of constructing the jigsaw picture begins with identi-
fying visual clues to help students assemble the image. The
visual cues also require that the student form a mental picture
of how the image should look. In essence, the students generate
a prediction of what they expect to see when the puzzle is
complete. Ultimately, solving the jigsaw puzzle involves in-
quiry, discovery, abstract visualization, predictions, and trou-
bleshooting. These visual-spatial and critical thinking skills are
often cited as goals of active learning and represent the under-
pinnings of the spirit of science.
Jigsaw puzzles are also effective because students are natu-
rally curious with powerful intrinsic motives to challenge and
test their knowledge. Specifically, as students learn, they ac-
quire new knowledge and are eager to practice and test their
abilities. Furthermore, because jigsaw puzzles are fun and
challenging, students will endure and discover that persistence
and grit are rewarded. Importantly, play and fun have a
biological place just like sleep and dreams. Students also feel
an enormous sense of accomplishment when they have com-
pleted the puzzle. Importantly, the reward of mastering a
challenge builds confidence to take on subsequent challenges.
Specifically, students get a real sense of success and satisfac-
tion from their personal achievements and independent
learning.
To take advantage of our first-year medical students’ pow-
erful intrinsic motives to challenge and test their knowledge,
we printed every figure from our note package onto card stock
paper. Using a commercially available, inexpensive puzzle
maker (Sizzix Puzzle Maker Die no. 2; http://www.sizzix.com/
product/654992/sizzix-originals-die-puzzle-maker-2), we cre-
ated six-piece jigsaw puzzles of each figure (Fig. 1). To
increase the challenge, the final puzzle packs given to students
consisted of 6 figures, resulting in a total of 36 pieces/pack.
After each class, students received packets of puzzle pieces
from the figures discussed that day. Students were required to
construct the puzzle, tape the pieces together, and write a
caption describing the figure. During this process, students
were instructed to think about what they were learning, write
about it, relate it to other figures, and apply it in an integrative
context.
Since extrinsic rewards or punishments (carrots or sticks) are
well documented to suppress motivation and stifle creativity,
no grade or consequence was associated with the activity;
however, the professor read and commented on every puzzle.
Student intrinsic motivation to perform the activity is the
highest incentive possible. Intrinsic motivation, which reflects
the highest degree of self-determination (10), includes actions
and behaviors that are accomplished for the purpose of self-
Address for reprint requests and other correspondence: S. E. DiCarlo,
Wayne State Univ. School of Medicine, 540 E. Canfield Ave., Detroit, MI
48201 (e-mail: sdicarlo@med.wayne.edu).
Fig. 1. Representative figure for one physiology jigsaw puzzle. Visual clues
that help promote the assembly of the final puzzle include the units on the
dependent axis, the phases of the action potential, and the ionic currents
contributing to each phase of the action potential, e.g., i
K
to. Students are
required to write a legend describing what the figure represents in their own
words upon completion of each puzzle in the pack. The picture for the
puzzle was obtained, with permission, from http://www.cvphysiology.com/
Arrhythmias/A006.htm.
Adv Physiol Educ 38: 185–186, 2014;
doi:10.1152/advan.00117.2013.
1851043-4046/14 Copyright © 2014 The American Physiological Society
fulfillment. Specifically, these actions and behaviors are carried
out voluntarily for personal fulfillment and may or may not
produce material rewards (11, 12). Intrinsic motivation has the
most positive impact on school performance ranging from
elementary schools (2– 4, 8, 12) to medical schools (13).
The professor’s impressions and student comments indicated
that jigsaw puzzles are fun, challenging, innovative, and re-
warding educational materials that enhance and supplement the
traditional lecture format. It is our view that jigsaw puzzles
facilitated active learning, enhanced problem-solving skills,
and encouraged group discussions. Specifically, students were
eager to compare, contrast, and share their captions in a
friendly, competitive atmosphere. Because the jigsaw puzzles
also increased student involvement, motivation, and interest in
the material, we recommend their use for enhancing and
supplementing the traditional lecture format.
DISCLOSURES
No conflicts of interest, financial or otherwise, are declared by the author(s).
AUTHOR CONTRIBUTIONS
Author contributions: H.R., H.L.L., D.R., and S.E.D. conception and design
of research; H.R., H.L.L., D.R., and S.E.D. performed experiments; H.R.,
H.L.L., D.R., and S.E.D. analyzed data; H.R., H.L.L., D.R., and S.E.D.
interpreted results of experiments; H.R., H.L.L., D.R., and S.E.D. prepared
figures; H.R., H.L.L., D.R., and S.E.D. edited and revised manuscript; H.R.,
H.L.L., D.R., and S.E.D. approved final version of manuscript; S.E.D. drafted
manuscript.
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Illuminations
186 LOGICAL THINKING AND PROBLEM-SOLVING SKILLS
Advances in Physiology Education •doi:10.1152/advan.00117.2013 •http://advan.physiology.org
