Design of an app based on gamification and storytelling as a tool for biology courses

Ibarra‐Herrera, Celeste C.; Carrizosa, Alejandro; Yunes-Rojas, Julián A.; Mata-Gómez, Marco A.

doi:10.1007/s12008-019-00600-8

Cited by 28 publications

(22 citation statements)

References 11 publications

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“…Giving the students an overview of the cell before the VR experiences, or “pretraining,” improved learners’ recall of a virtual cell experience (Mayer et al , 2019). In studying VR Bio3D, a game designed to allow engineering students to learn about protein synthesis (Ibarra-Herrera et al , 2019), students found the game-based version more motivating for learning than a narrative version.…”

Section: Literature Reviewmentioning

confidence: 99%

Immersion positively affects learning in virtual reality games compared to equally interactive 2d games

Thompson

Uz-Bilgin

Tutwiler

et al. 2021

ILS

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Purpose This study isolates the effect of immersion on players’ learning in a virtual reality (VR)-based game about cellular biology by comparing two versions of the game with the same level of interactivityand different levels of immersion. The authors identify immersion and additional interactivity as two key affordances of VR as a learning tool. A number of research studies compare VR with two-dimensional or minimally interactive media; this study focuses on the effect of immersion as a result of the head mounted display (HMD). Design/methodology/approach In the game, players diagnose a cell by exploring a virtual cell and search for clues that indicate one of five possible types of cystic fibrosis. Fifty-one adults completed all aspects of the study. Players took pre and post assessments and drew pictures of cells and translation before and after the game. Players were randomly assigned to play the game with the HMD (stereoscopic view) or without the headset (non-stereoscopic view). Players were interviewed about their drawings and experiences at the end of the session. Findings Players in both groups improved in their knowledge of the cell environment and the process of translation. Players who experienced the immersive stereoscopic view had a more positive learning effect in the content assessment, and stronger improvement in their mental models of the process of translation between pre- and post-drawings compared to players who played the two-dimensional game. Originality/value This study suggests that immersion alone has a positive effect on conceptual understanding, especially in helping learners understand spatial environments and processes. These findings set the stage for a new wave of research on learning in immersive environments; research that moves beyond determining whether immersive media correlate with more learning, toward a focus on the types of learning outcomes that are best supported by immersive media.

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Section: Literature Reviewmentioning

confidence: 99%

Immersion positively affects learning in virtual reality games compared to equally interactive 2d games

Thompson

Uz-Bilgin

Tutwiler

et al. 2021

ILS

View full text Add to dashboard Cite

show abstract

“…In the absence of active learning modules, students are unable to visualize and represent these processes for further learning ( Kozma et al, 2000 ; Duncan and Reiser, 2007 ). To address these limitations and allow students to interact with the individual steps of transcription and translation in the classroom, a variety of model-, analogy-, and virtual- based simulations have been developed ( Pigage, 1991 ; Rotbain et al, 2008 ; Altiparmak and Nakiboglu Tezer, 2009 ; Debruyn, 2012 ; Takemura and Kurabayashi, 2014 ; Marshall, 2017 ; Dorrell and Lineback, 2019 ; Ibarra-Herrera et al, 2019 ; Chang et al, 2020 ) ( Figure 1 ). Efforts to develop such activities represent educators’ broad interest in providing students with active-learning modules to improve student learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

The Genetic Code Kit: An Open-Source Cell-Free Platform for Biochemical and Biotechnology Education

Williams

Gregorio

et al. 2020

Front. Bioeng. Biotechnol.

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Teaching the processes of transcription and translation is challenging due to the intangibility of these concepts and a lack of instructional, laboratory-based, active learning modules. Harnessing the genetic code in vitro with cell-free protein synthesis (CFPS) provides an open platform that allows for the direct manipulation of reaction conditions and biological machinery to enable inquiry-based learning. Here, we report our efforts to transform the research-based CFPS biotechnology into a hands-on module called the "Genetic Code Kit" for implementation into teaching laboratories. The Genetic Code Kit includes all reagents necessary for CFPS, as well as a laboratory manual, student worksheet, and augmented reality activity. This module allows students to actively explore transcription and translation while gaining exposure to an emerging research technology. In our testing of this module, undergraduate students who used the Genetic Code Kit in a teaching laboratory showed significant score increases on transcription and translation questions in a post-lab questionnaire compared with students who did not participate in the activity. Students also demonstrated an increase in self-reported confidence in laboratory methods and comfort with CFPS, indicating that this module helps prepare students for careers in laboratory research. Importantly, the Genetic Code Kit can accommodate a variety of learning objectives beyond transcription and translation and enables hypothesis-driven science. This opens the possibility of developing Course-Based Undergraduate Research Experiences (CUREs) based on the Genetic Code Kit, as well as supporting next-generation science standards in 8-12th grade science courses. Keywords: biochemical education, learn by doing, cell-free protein synthesis (CFPS), in vitro transcription and translation, synthetic biology (synbio), central dogma of molecular biology (CDMB), chemical education and teaching, augmented reality (AR) Abbreviations: CFPS, cell-free protein synthesis; CUREs, course-based undergraduate research experiences; sfGFP, superfolder green fluorescent protein.

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“…Using an application entitled 'Bio3D' constituted with game elements and storytelling to discover the central dogma of biology ", a series of processes that cells use when replicating and when fabricating proteins" [20] After using the app, the tests to evaluate the learning experience show that students : -felt so motivated regarding the gamification elements of the app and the storytellingimproved regarding the knowledge evaluation The research discusses the application of gamification in manufacturing and industrial areas for education and training.…”

Section: Educationmentioning

confidence: 99%

The Effects of Gamification on E-learning Education: Systematic Literature Review and Conceptual Model

Sabri¹,

Fakhri

Moumen

2022

Stat., optim. inf. comput.

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The concept of implementing games or gamifification in education is becoming a growing area in the last decade and a blistering topic among researchers, professors and educational systems. Gaming in education aims to simplify and improve the learning process using technology. Nevertheless, accessibility and inclusion of gaming elements in the higher educational systems inside universities are considered yet. Most of the graduated students endure achieving the mandatory eLearning training to succeed in their integration inside companies. For example, engineers must follow some eLearning courses about Security, Ethics, Agility, Phishing Detection, General Data Protection Regulation...etc., which is tedious. Hence, our research seeks to ease and succeed the integration into companies by applying gamifification to these eLearning courses to engage and motivate students to master them before graduation. This paper discusses the use of games in education, then presents a literature review about learning theories, game theory and design, game development process and tools. By collecting hundreds of papers from multiple research databases, we conceived a journal classifification, a word frequency analysis using cloud visualization. Then a comparative study based on the topic’s occurrences in our corpus. Finally, a comparison of different conceptual models for gamifification of e-learning environments. These results offer an insightful introduction to the application of game elements in educational settings and the implementation of gamifification in e-learning courses.

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Design of an app based on gamification and storytelling as a tool for biology courses

Cited by 28 publications

References 11 publications

Immersion positively affects learning in virtual reality games compared to equally interactive 2d games

Immersion positively affects learning in virtual reality games compared to equally interactive 2d games

The Genetic Code Kit: An Open-Source Cell-Free Platform for Biochemical and Biotechnology Education

The Effects of Gamification on E-learning Education: Systematic Literature Review and Conceptual Model

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