About this paper

Appears in:
Pages: 6697-6703
Publication year: 2015
ISBN: 978-84-606-8243-1
ISSN: 2340-1117

Conference name: 7th International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2015
Location: Barcelona, Spain

CHANGING THE WAY SCIENCE IS TAUGHT THROUGH GAMIFIED LABORATORIES

M. T. Bonde1, G. Makransky2, J. Wandall3, M. V. Larsen4, M. Morsing5, H. Jarmer4, A. Lopez-Cordoba6, M. O.A. Sommer1

1Novo Nordisk Foundation Center for Biosustainability, Technical University of Denmark (DENMARK)
2University of Southern Denmark, Department of Psychology (DENMARK)
3NordicMetrics (DENMARK)
4Center for Biological Sequence analysis, Department of Systems Biology,Technical University of Denmark (DENMARK)
5Department of Biology, University of Copenhagen (DENMARK)
6University Miguel Hernández (SPAIN)
A large proportion of high school and college students indicate that they have little interest in science, arguing that is "boring" or "too difficult". As a consequence many students graduate with marginal science competencies and little interest in following a scientific career. However, laboratory exercises, usually the most engaging part of science courses with high potential for increasing their interest in science, tend to be expensive, time consuming and occasionally constrained by safety concerns.

Combining gamification elements with simulations offers a unique opportunity for great gains in learning effectiveness and motivation of biotech students. An advanced laboratory simulation platform based on mathematical algorithms supporting open-ended investigations was developed and combined with gamification elements such as an immersive and interactive 3D universe, engaging storytelling, conversations with fictional characters and a scoring system. One of the key priorities when developing these simulations was providing a realistic laboratory environment and 3D animations because their use is supported by cognitive theories of multimedia learning and picture comprehension. Simulations were designed for an inquiry-based approach in which students must deduce and apply necessary actions by acquiring knowledge for integrated text and figures. Inquiry-based methods have been found difficult to implement in classical teaching with a single teacher and numerous students. However, computer-based laboratories offer a framework for an effective and feasible solution.

Two gamified laboratory simulations were tested: a crime-scene lab and a genetic engineering lab (http://www.labster.com/biolabs/). A study testing the crime-scene case in an introductory, college-level, life science course was conducted. This study revealed that a gamified laboratory simulation can significantly increase both learning outcomes and motivation levels when compared with, and particularly when combined with, traditional teaching. These results were published in the article: Nature Biotech, 32.7 (2014): 694-697.
@InProceedings{TBONDE2015CHA,
author = {T. Bonde, M. and Makransky, G. and Wandall, J. and V. Larsen, M. and Morsing, M. and Jarmer, H. and Lopez-Cordoba, A. and O.A. Sommer, M.},
title = {CHANGING THE WAY SCIENCE IS TAUGHT THROUGH GAMIFIED LABORATORIES},
series = {7th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN15 Proceedings},
isbn = {978-84-606-8243-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {6-8 July, 2015},
year = {2015},
pages = {6697-6703}}
TY - CONF
AU - M. T. Bonde AU - G. Makransky AU - J. Wandall AU - M. V. Larsen AU - M. Morsing AU - H. Jarmer AU - A. Lopez-Cordoba AU - M. O.A. Sommer
TI - CHANGING THE WAY SCIENCE IS TAUGHT THROUGH GAMIFIED LABORATORIES
SN - 978-84-606-8243-1/2340-1117
PY - 2015
Y1 - 6-8 July, 2015
CI - Barcelona, Spain
JO - 7th International Conference on Education and New Learning Technologies
JA - EDULEARN15 Proceedings
SP - 6697
EP - 6703
ER -
M. T. Bonde, G. Makransky, J. Wandall, M. V. Larsen, M. Morsing, H. Jarmer, A. Lopez-Cordoba, M. O.A. Sommer (2015) CHANGING THE WAY SCIENCE IS TAUGHT THROUGH GAMIFIED LABORATORIES, EDULEARN15 Proceedings, pp. 6697-6703.
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