Term of Award
Spring 2024
Degree Name
Master of Science in Biology (M.S.)
Document Type and Release Option
Thesis (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Biology
Committee Chair
Sue Ellen DeChenne-Peters
Committee Member 1
Robert Terry
Committee Member 2
Jennifer Zettler
Abstract
Mitosis learning is a source of struggle for many introductory biology students. Much of this difficulty stems from an overwhelming amount of terminology and moving pieces as well as the abstract nature of cellular processes. Game-based learning (GBL) has been used in other contexts to reduce cognitive load and provide relatable experiences upon which students can construct their mental models. However, commercial GBL is often expensive and difficult to align with individual instructor teaching preferences and learning objectives. In this study, we use a mixed methods approach to explore the use of a GBL tool made in Twine to overcome some difficulties of mitosis learning and reduce the barriers to using GBL. We conducted an autoethnography of game development in conjunction with gathering pre/post test data from introductory biology students to compare the posttest scores of students who played the game against those who completed instructor activities, students who played the game in-class against those who played it out-of-class, and students who fully completed the game against those who never played the game. Results show that Division Quest promoted higher learning surrounding the visual identification and nature of duplicated chromosomes (likely due to narrative and visual game elements), but inhibited learning surrounding visual identification of mitotic phase from a micrograph (likely due to misalignment of cell images used in the game and those used in assessment). On all other measured criteria, students who played Division Quest learned comparably to students who completed an in-class active learning activity or an at-home pre-lab assignment. Our findings support the use of Twine GBL tools for mitosis learning and highlight game features that appear to facilitate (or detract from) learning. Finally, we discuss future game changes to address the game’s observed shortcomings and implications for the development of similar GBL tools.
Recommended Citation
Conner, Amanda G., "Investigating Division Quest: A Text-Based Adventure Narrative Game for Overcoming Difficulties of Mitosis Learning" (2024). Electronic Theses and Dissertations. 2781.
https://digitalcommons.georgiasouthern.edu/etd/2781
Research Data and Supplementary Material
No
Included in
Cell Biology Commons, Educational Assessment, Evaluation, and Research Commons, Educational Technology Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons, Science and Mathematics Education Commons
