Author(s):
Need: Computer games comprise a multibillion dollar industry with vast numbers of dedicated players. Millions of students spend inordinate amounts of time playing these games for entertainment, with limited educational value. Our philosophy is: “If you can’t beat ‘em, join ‘em”. Specifically, our goal was to create interactive games that students would enjoy, stimulating their interest and allowing them to make memorable discoveries that enhance their understanding of course-related material. After developing the virtual labs in collaboration with a computer graphics and simulation company (Almost Human Media, project subcontractors) we implemented them in two courses (evolutionary biology and behavioral ecology). For comparison, we implemented content-matched control (traditional) virtual labs from an established commercial company. Guiding Questions: Our guiding questions focused on assessing the student’s experience with the labs, and changes in their understanding of the course-related material. For assessment, we used a qualitative research design where students played either biology-based simulation game, and were interviewed after their gameplay experience. We also implemented pre- and post-lab tests on the material for each topic and lab type (new vs. traditional). Outcomes: We developed two new virtual labs. The Paleosaurus lab allows students to visit a Jurassic-era forest, find various species of dinosaurs, and acquire key types of data (e.g. DNA sequences, morphological data). These data are used to reconstruct phylogenetic (evolutionary) relationships and carry out comparative analyses relevant to key concepts. The Frogue lab allows students to explore concepts related to the evolution of warning coloration and toxicity in the context of predator-prey interactions. Students play as a poison frog in the rainforest. They must eat toxic prey (ants) to acquire toxins to repel predators, but not so many as to overload their detoxification systems. They then switch to playing as a bird, finding and eating frogs that vary in terms of coloration (camouflaged versus brightly colored) and toxicity. In the third phase of the game, the students explore the relevance of game theory to the study of competition over resources, using a graphical interface that allows them to manipulate the costs and benefits associated with specific competitive strategies, and to simulate the evolution of these strategies across generations at the population level. With respect to assessment, six themes and five patterns were derived from the interview data. Results suggest students playing the new games had a high level of engagement and agency during gameplay and ultimately changed their perceptions of the science content embedded in the simulation game after gameplay. Pre- and Post-lab tests indicated that students in both the new and traditional lab groups improved their understanding of the material. We conclude that a dynamic and embodied learning experience can transform even traditional teaching and learning of difficult content into engaged science learning for all students through simulated games in undergraduate science courses. Broader impacts: Ultimately, we think this kind of virtual lab could be of value in engaging students with course material and stimulating them to explore key concepts in detail, leading to more effective learning and retention.
Coauthors
Len Annetta, East Carolina University, Greenville, NC
