Designing a Molecular Biology Serious Educational Game

Mayfield, Katia P.; Cline, Sara; Lewis, Adam; Brookover, Joshua; Day, Eric Anthony; Kelley, William N.; Sparks, Stewart

doi:10.1145/3299815.3314462

Cited by 8 publications

(7 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Desta feita, deixará de lado um ambiente com apenas exposição dos conteúdos para uma participação ativa dos estudantes do século XXI, com a utilização das tecnologias digitais (Mayfield et al, 2019). de ensino e, simultaneamente, permitem refletir sobre as abordagens, avaliar o trabalho realizado e realizar as devidas alterações (Moura, 2021).…”

Section: Revisão De Literaturaunclassified

Estado Do Conhecimento Sobre a Utilização De Jogos Sérios No Ensino De Ciências

Araujo,

Leão

2024

REAMEC

View full text Add to dashboard Cite

A sala de aula tem passado por notáveis transformações nos dias de hoje e evidencia especialmente a adoção de metodologias ativas e a integração de ferramentas inovadoras, como os jogos sérios. Essas abordagens não apenas aprimoram os processos de ensino e aprendizagem, mas também promovem uma participação ativa dos estudantes no ambiente escolar e, desse modo, proporcionam uma experiência educacional mais dinâmica e envolvente. Nesse contexto, o objetivo desta pesquisa é apresentar, por meio de um levantamento bibliográfico dos últimos 16 anos, a utilização e a importância de jogos sérios no ensino de Ciências no nível secundário, publicados em periódicos nos bancos de dados da Web of Science e Scopus. O presente estudo, classificado como revisão bibliográfica, foi realizado no primeiro semestre de 2022 e identificou um total de 11 periódicos que foram analisados utilizando seis categorias pré-estabelecidas pelo método Análise de Conteúdo: principais referências, conceitos científicos, linguagens empregadas/tecnologias envolvidas, tipo de jogo e público envolvido. Em suma, os resultados destacam a importância dos jogos sérios com diferentes gêneros de jogos, bem como abordam as dificuldades e os desafios enfrentados por professores e estudantes. Além disso, foram identificadas possibilidades de abordagem, com o auxílio de diferentes materiais tanto dentro quanto fora do jogo, fato que contribui para uma melhor aquisição dos conteúdos científicos nos componentes curriculares de Biologia, Física e Química.

show abstract

Section: Revisão De Literaturaunclassified

Estado Do Conhecimento Sobre a Utilização De Jogos Sérios No Ensino De Ciências

Araujo,

Leão

2024

REAMEC

View full text Add to dashboard Cite

show abstract

“…Besides focusing on entertainment, Serious Microgames are also created to transfer new knowledge points to students ( Moffat and Shabalina, 2017 ; Kulanthaivel and Ulagamuthalvi, 2020 ; López et al, 2021 ). In this condition, the games aim to convey and improve the students’ mathematical knowledge points and, abilities, as well as change their attitudes and behaviors towards the assumption that mathematics is a difficult and boring subject ( Moshell et al, 2007 ; Garneli et al, 2019 ; Mayfield et al, 2019 ). They are also one of the numerous digital media combined with game-based learning methods, to increase mathematical performance expectancy ( Molin, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Factors influencing microgame adoption among secondary school mathematics teachers supported by structural equation modelling-based research

et al. 2022

View full text Add to dashboard Cite

Microgames are rapidly gaining increased attention and are highly being considered because of the technology-based media that enhances students’ learning interests and educational activities. Therefore, this study aims to develop a new construct through confirmatory factor analysis, to comprehensively understand the factors influencing the use of microgames in mathematics class. Participants of the study were the secondary school teachers in West Java, Indonesia, which had a 1-year training in microgames development. We applied a quantitative approach to collect the data via online questionnaires through google form. Structural Equation Modelling (SEM) with AMOS software was used to analyze the proposed model. Empirical results confirmed the perceived easy to use and subjective norm influence (PEU and SN) relationship with teachers’ microgame usage behaviors and intentions. In this condition, SN was found to have the initial significant influence on behavioral intention (BI), as attitude, BI, and facilitating conditions also correlated with the actual use of microgames. Furthermore, the largest influential factor was BI, with the results subsequently showing that TPACK had no significant influence on the actual use of microgames. This report is expected to help bridge the gap across several previous studies, as well as contribute to the explanation and prediction of the factors influencing the teachers’ mathematical utilization of the study’s program. Besides this, it also helps to increase the use of microgames in teaching and learning activities.

show abstract

“…Engagement and immersion have been commonly believed to be characteristic of an excellent educational game when learning occurs through a process of reasoning upon the simulated world within the game [8]. Moreover, games can give a break from the normal classroom set-up, which can be particularly appreciated by new generations of students who now frequently make use of digital devices [9].…”

Section: Introductionmentioning

confidence: 99%

Bioblox 2.5D -- Developing an Educational Game Based on Protein Docking

Leymarie¹,

Latham²,

Guido³

et al. 2022

Preprint

View full text Add to dashboard Cite

We present the development process of Bioblox2.5D, an educational biology game aimed at teenagers. The game's content refers to protein docking and aims to improve learning about molecular shape complexity, the roles of charges in molecular docking and the scoring function to calculate binding affinity. We developed the game as part of a collaboration between the Computing Department at Goldsmiths, University of London, and the Structural Bioinformatics group at Imperial College London. The team at Imperial provided the content requirements and validated the technical solution adopted in the game. The team at Goldsmiths designed and implemented the content requirements into a fun and stimulating educational puzzle game that supports teaching and motivates students to engage with biology. We illustrate the game design choices, the compromises and solutions that we applied to accomplish the desired learning outcomes. This paper aims to illustrate useful insights and inspirations in the context of educational game development for biology students.

show abstract

Designing a Molecular Biology Serious Educational Game

Cited by 8 publications

References 12 publications

Estado Do Conhecimento Sobre a Utilização De Jogos Sérios No Ensino De Ciências

Estado Do Conhecimento Sobre a Utilização De Jogos Sérios No Ensino De Ciências

Factors influencing microgame adoption among secondary school mathematics teachers supported by structural equation modelling-based research

Bioblox 2.5D -- Developing an Educational Game Based on Protein Docking

Contact Info

Product

Resources

About