The use of games and game structures in educational contexts is growing in popularity. An increasing number of technologies have been developed to meet the needs of designing a course as a game. This article discussed the design process in game-based learning and reviewed the research on structuring a course with a focus on feedback, goals, and interaction. In addition, we presented the best practices and technologies to support the integration of badges and leaderboards into game-based learning. With the intentional and systematic design of game-based learning, instructors and designers will increase the impact of game attributes and elements on student achievement and motivation. Further investigation of game-based learning attributes and elements is needed to provide detailed knowledge on the compatibility with current technological tools.

Background. The use of game-based learning strategies in higher education has shown promise to increase student motivation and achievement. Little is known about which game mechanics are most appropriate and effective for learners at different academic levels. Aim. This article examines teacher selection and implementation of game mechanics in 27 courses from middle school to higher education designed with game-based learning. Method. 27 educators participated in an open-ended survey on the design of their course. Measures included an open response survey on patterns and design of game mechanics with results validated through member checking. Results. Findings included different choices of game attritubes and game elements in courses in middle school, high school, and higher education. Teacher selection and inclusion of game mechanics changed over time to better meet the needs of students. Conclusions. The structure of game-based learning at different levels will vary to meet the developmental and academic needs of students, but more work is needed in determining which strategies are most effective for learning.

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The DNA Damage Response (DDR) pathways sense DNA damage and coordinate robust DNA repair and bypass mechanisms. A series of repair proteins are recruited depending on the type of breaks and lesions to ensure overall survival. An increase in glucose levels was shown to induce genome instability, yet the links between DDR and glucose are still not well investigated. In this study, we aimed to identify dysregulation in the transcriptome of normal and cancerous breast cell lines upon changing glucose levels. We first performed bioinformatics analysis using a microarray dataset containing the triple-negative breast cancer (TNBC) MDA-MB-231 and the normal human mammary epithelium MCF10A cell lines grown in high glucose (HG) or in the presence of the glycolysis inhibitor 2-deoxyglucose (2DG). Interestingly, multiple DDR genes were significantly upregulated in both cell lines grown in HG. In the wet lab, we remarkably found that HG results in severe DNA damage to TNBC cells as observed using the comet assay. In addition, several DDR genes were confirmed to be upregulated using qPCR analysis in the same cell line. Our results propose a strong need for DDR pathways in the presence of HG to oppose the severe DNA damage induced in cells.