Search Results (3)

Game-based learning refers to an educational approach where games (digital or analogue) are used in order to engage students in interactive and immersive experiences designed to teach specific concepts, skills or subjects. Gamification refers to the application of game design elements, such as point systems, rewards, narratives, and competition, to non-game contexts. Game elements, mechanics and structures, when incorporated into the learning process, can enhance student understanding and increase engagement, motivation and retention of educational content. Teaching Biology can present challenges mainly due to the complexity of the subject matter, the different scales of biological organisation, and because it often includes challenging and counterintuitive concepts that may contradict students’ preconceived notions. Integrating gaming into the high school Biology curriculum not only tackles the challenges of teaching complex concepts but can also promote student engagement. Customising gaming experiences to Biology intricacies enhances critical thinking and creates a dynamic learning environment tailored to the demands of high school biological education. This entry explores the integration of gaming and gamification in high school Biology education to overcome challenges in sustaining student interest. Additionally, the article highlights the diverse applications of games in education, showcasing their versatility in enriching the educational process. Future research should evaluate specific games, explore design principles, and consider challenges associated with implementation. In conclusion, using games in Biology education promises to enhance engagement, promote active learning, and deepen understanding, contributing to narrowing the gap in biological literacy. Full article

In higher education institutions (HEI), particularly in biology and medical education, the use of 3D animation, virtual reality, and simulation offers great potential in terms of enhancing learning and engaging students. Higher education researchers are still investigating virtual reality’s possibilities and outcomes in various fields. This study focuses on the effects of 3D gamification using an Artificial Intelligence integrated Internet of Medical Things (AIoMT) implemented with virtual reality application for biology and medical students to learn about the human brain. Nowadays, both theoretical and practical education frequently incorporate virtual reality and augmented reality. Virtual tours of the human body’s systems are offered to biology students so that they may comprehend such systems’ functions. This study focuses on the use of 3D animation, virtual reality, and simulation in medical education, with a specific focus on the effects of a 3D gamification app using the Internet of Medical Things (AIoMT) on medical professionals’ passion for learning. This study uses the ARCS model and SEM analysis to examine the impact of virtual reality on students’ motivation and learning. The results show that virtual reality positively impacts motivation and the understanding of the concept-to-execution process through practice and simulation-based training. To assess how well students are learning, what they are analyzing, and how well they can understand the objects of analysis, a 3D-simulation-based and user-feedback-based design has been developed using the proposed research methodology. According to this article’s findings, a smartphone app that uses virtual reality can help medical professionals better understand the concept-to-execution process through practice. VR simulation-based training, as well as Biology teachers or medical colleges, can offer high-definition 3D VR models rather than organs in jars to understand the human anatomy and its functions more experientially and effectively. Full article

Novel groundbreaking techniques, such as serial femtosecond crystallography (SFX), which utilizes X-ray free-electron lasers (XFELs), have led to impressive advances in the field of structural biology. However, educating the next generation of scientists on this complex, advanced, and continuously evolving field can be challenging. Gamification has been shown to be an effective strategy for engaging new learners and has a positive influence on knowledge acquisition, student satisfaction, and motivation. Here, we present an educational game, XFEL Crystal Blaster, aimed at increasing middle and high school students’ exposure to advanced topics in crystallography. This simple and accessible game is available on multiple platforms, is intuitive for gamers, and requires no prior knowledge of the game’s content. The assessment of students’ experiences with the game suggests that the XFEL Crystal Blaster game is likely to develop some introductory knowledge of XFELs and X-ray crystallography and increase interest in learning more about X-ray crystallography. Both of these outcomes are key to engaging students in the exploration of emerging scientific fields that are potential career pathways. Full article