Abstract:

The advancement of biotechnological education requires the incorporation of sophisticated pedagogical instruments to effectively connect intricate theoretical principles with their practical application in the laboratory. Within the Tec21 educational model, which emphasizes competency-based learning through authentic, real-world challenges, students often encounter difficulties in understanding the complex variables associated with in-vitro plant tissue culture (PTC). Specifically, the design of statistically robust experiments proves difficult when biological responses fail to align consistently with anticipated results, thereby hindering students' capacity to validate their experimental designs. This research details the implementation and assessment of "The Explant," a mobile application that incorporates Augmented Reality (AR) and 3D modeling to facilitate comprehension of morphogenetic processes and enhance experimental design proficiencies. Mastering plant tissue culture (PTC) requires understanding how factors like plant hormone balance, explant selection, and sterilization methods affect biological processes such as callus formation, organ development, and somatic embryogenesis. In the ten-week In Vitro Experimentation course (BT2004B), students must apply theoretical knowledge to design practical experiments. However, the inherent variability of biological systems often leads to experimental results that differ from expected growth patterns, which makes it difficult to interpret findings and validate statistical methods. This is relevant when students attempt to construct experimental designs based on predicted outcomes that may not be reproducible under real laboratory conditions. "The Explant" circumvents this constraint by offering an interactive platform designed to facilitate student visualization of anticipated morphogenetic outcomes upon parameter adjustments. Through the utilization of AR simulations and detailed three-dimensional models, the application empowers users to investigate causal relationships among experimental variables, thereby diminishing reliance on laboratory-derived data. Hence, the platform incorporates structured scientific information, visual workflows, and reference materials, thereby fostering a more holistic learning environment. Thus, this methodology enables students to more accurately predict expected responses, refine their experimental methodologies, and comprehend the rationale involved in statistical design, even when actual results deviate due to inherent biological variability. The instrument's efficacy was assessed using a pre-test/post-test methodology with a cohort of 28 undergraduate biotechnology students, which demonstrated statistically significant enhancements in learning outcomes. Thus, qualitative data suggested that the application facilitated conceptual understanding, streamlined the manipulation of experimental variables, and sustained student self-assurance in experimental design and data analysis. In essence, the findings suggest that the integration of AR and mobile learning technologies demonstrably improves conceptual understanding, experimental reasoning, and decision-making skills in biotechnology education. This instructional method is particularly advantageous in contexts where time is constrained, laboratory resources are limited, and biological systems exhibit inherent variability, thus offering a scalable and innovative means of improving STEM education.

Keywords:

Plant Tissue Culture, Augmented Reality, Experimental Design, Tec21 Model, Biotechnology Education, Mobile Learning.