Efficacy of MedMyst : an Internet Teaching Tool for Middle School Microbiology

Abstract

Can web-based technology be used to effectively introduce or reinforce aspects of microbiology to middle school students? This central hypothesis examines whether brief exposure to a web adventure format containing virtual lab experiments and computer games within an engaging story line can impact student learning. An episodic adventure series, MedMyst (http://medmyst.rice.edu), focuses on infectious diseases and the microbes that cause them. The website is not intended to replace classroom instruction, but rather to engage students in problem-solving activities not likely to be encountered elsewhere. It also provides scientists with a resource to introduce microbiology to adolescent audiences through outreach activities. In the online adventure, the player (student) enters a futuristic world in which he or she becomes a "Reconstructor," a member of an elite team charged with preventing the spread of infectious disease. The series consists of three "missions," each lasting approximately 30 to 40 minutes and designed to address a limited set of learning objectives. Middle school students participated in the creation of the characters and the stylized design through focus groups. Classroom teachers oversaw the alignment of the web adventure objectives with the National Science Content Standards. Scientists and clinicians reviewed the web adventure for content and accuracy. A field test involving over 700 students from nine different schools assessed the knowledge gains attributable to playing MedMyst. Gain scores from pretest to posttest indicated that middle school students retained important information by interacting with the online material for as little as 30 minutes per adventure; however, gains for high school students were less persuasive, perhaps indicating a different learning tool or content is required for this age audience.

Examining an Online Microbiology Game as an Effective Tool for Teaching the Scientific Process

“…No statistically significant differences were found in mean scores for attitudes, satisfaction, usability, and scientific process knowledge, indicating that Disease Defenders does not have a gender bias and is equally effective for males and females in middle school. These results are in line with the finding that both genders benefit from science-based digital games and multi-user virtual environments (1, 8, 13, 14, 20, 21). …”

“…Our previous research has demonstrated learning gains in microbiology content among middle and high school students who used MedMyst, an online Flash-based Web adventure series containing virtual lab experiments and arcade-style games set within an engaging mystery story line (http://medmyst.rice.edu/) (20). However, the focus of the three MedMyst missions previously evaluated is on teaching microbiology content and science history, not the scientific process.…”

The Impact of Science Education Games on Prescription Drug Abuse Attitudes among Teens: A Case Study

“…Teachers value the power of games to sustain students' focus on specific tasks and to increase motivation and engagement, especially among lower performing students (Millstone, 2012). Previous evaluations conducted by the authors (Bowling, Klisch, & Beier, 2013;Klisch, Miller, Beier, et al, 2012;Miller, Chang, Wang, Beier, & Klisch, 2011;Miller, Moreno, Estrera, & Lane, 2004;Miller et al, 2002Miller et al, , 2006 and research by others (for example, Halpern, Millis, Graesser, Butler, Forsyth, & Cai, 2012;Meluso, Zheng, Spires, & Lester, 2012;Shegog, Lazarus, Murray, Diamond, Sessions, & Zsigmond, 2012;Wu & Pedersen, 2011) have indicated that games are effective tools to promote learning of scientific content in secondary and higher education.…”

Architecture and Imagery: A Profile of Serious Game Developer Archimage, Inc.

“…The company has also collaborated with education specialists to design serious games that teach and motivate STEM (science, technology, education and math) careers. [20][21][22] A common thread is the core belief that designing anything visual-videogames, websites, or physical buildings-is essentially the same act of creation. Common, too, is the disruptive impact new computer tools have had on mature professions.…”