Bringing play back into the biology classroom with the use of gamified virtual lab simulations

Authors

  • Bina Rai Singapore University of Technology & Design
  • Hui Shin Tan Singapore University of Technology & Design
  • Chen Huei Leo Singapore University of Technology & Design

DOI:

https://doi.org/10.37074/jalt.2019.2.2.7

Abstract

Our study evaluated the integration of gamified laboratory (game-lab) simulations and virtual reality (VR) technologies into the biology curriculum in order to provide an engaging and interactive way for Gen Z (born after 1995) students to learn and understand key biology concepts in a simulated environment. We hypothesised that the students will have fun, learning through play and exploration of lab skills that may not be possible in standard educational settings. Our research question was, “Do VR game-lab simulations lead to an increase in a) student knowledge of DNA-based technology, b) intrinsic motivation to study key biological concepts, and c) self-efficacy in an introductory biology course?” In our study conducted at the Singapore University of Technology and Design, the freshmore (ages between 19-22) cohorts were randomly divided into three groups, control (n = 180 students), VR game-lab simulations experienced on a laptop (desktop VR, n = 180 students) and experienced using a headset (immersive VR, n = 90 students). The classes assigned to the control group were taught using the prior method (PowerPoint slides/chalk and talk). The biological concept covered was consistent in all groups and was the polymerase chain reaction taught using a crime scene investigation scenario. Data collected showed that the desktop VR group of students achieved the greatest improvement in quiz scores after the simulation as compared to controls and immersive VR. This correlated with the significantly reduced response times taken for quizzes too for the desktop VR group. This may be attributed to the fact that the desktop VR was a longer simulation, with in depth theoretical wikis and descriptions of relevant theory. The survey results revealed that the majority of students perceived that the simulations improved their learning of DNA-based technologies, were motivated to complete the simulation and felt more confident at the end.

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Author Biography

  • Bina Rai, Singapore University of Technology & Design

    Dr. Bina Rai, a microbiologist, bio-engineer and educator, is currently a Senior Lecturer at the Science and Math Cluster, Singapore University of Technology and Design (SUTD). She is an educational innovator dedicated to make the classroom environment engaging and interactive. She played an integral role in the curriculum design and development of an integrated Biology and Chemistry freshmore course called “The Natural World.” She is part of a pioneering team that designed, implemented and evaluated a blended learning approach by incorporating flipped classroom with assessment, adapted from Eric Mazur’s Peer Instruction, into the “Introduction to Biology” module. In class, students use the content they had learnt in the flipped classroom to complete various in-class activities that target SUTD’s kinesthetic learners. These hands-on activities include virtual laboratory (VL) and gamified virtual reality (VR) simulations. Bina was a recipient of three pedagogy innovation grants to help fund the above initiatives. As a result of her continued efforts to enhance instruction, learning and assessment, she was awarded the Tertiary Educator of the Year at Edutech (Asia) Awards in 2017. She also has experience in teaching adult learners and is a Fellow of the SUTD Academy since 2019. Bina is the program director for the SUTD-Changi General Hospital (CGH) healthcare collaboration and the special SUTD (Bachelor) – DUKE NUS (MD) track. She coordinates learning activities such as the Innovation in Healthcare Module during the independent activity period (IAP), undergraduate research opportunities program (UROP) and industrial attachment (IA) related to the healthcare track with the relevant departments at SUTD and industry.

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Published

2019-12-31

Issue

Vol. 2 No. 2 (2019): Journal of Applied Learning and Teaching

Section

Special Section

How to Cite

Bringing play back into the biology classroom with the use of gamified virtual lab simulations. (2019). Journal of Applied Learning and Teaching, 2(2), 48-55. https://doi.org/10.37074/jalt.2019.2.2.7