Gamification of the laboratory experience to encourage student engagement.
Gamification of the laboratory experience to encourage student engagement.
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DOI：
10.1128/jmbe.v14i2.632
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发表时间：
2013
影响因子：
1.9
通讯作者：
Drace K
中科院分区：
文献类型：
--
作者：
Drace K
美国微生物学会（ASM）微生物学本科生课程指南工作组发布了微生物学入门课程的建议，建议在实验室教授微生物学基础知识和概念之外的特定技能(6)；然而，学生有时可以把基于技能的实验室经验看作是一个不相关的任务列表，以完成一个分数。因此，在整个讲座和实验练习中提供明确的联系对于真正整合的学习体验至关重要。有几种教学方法可以在整个课程中提供一个连贯的框架。例如，基于案例的研究可以将讲座与实验室技能联系起来，并通过应用新开发的知识和技能来解决现实世界的模拟问题，提高学生的参与度（2,3）。案例学习成功的一个原因是，它们可以为学生提供内在动机和学习材料的另一种目的。教育学的最新趋势是使用游戏设计元素来提高学生的参与度和积极性。游戏化是指在非游戏环境中应用游戏设计（游戏邦注：如积累分数或徽章、达到重要成就级别或其他奖励元素）来激励或影响玩家的参与。这两种方法的自然延伸是游戏化一种基于案例的方法，在这种方法中，一个虚构的场景呈现给学生，让他们扮演科学家，使用他们已经开发的技能来解决一个复杂的问题。正如ASM Task Force所描述的那样，典型的微生物实验室可以轻松地融入游戏设计元素，而无需对练习本身进行大量修改。相反，游戏化涉及构建实验室，使课程具有连贯统一的目的。这最终使学生能够看到讲座和实验室的原理和概念如何与现实世界的情况联系起来。
The American Society for Microbiology (ASM) Task Force on Curriculum Guidelines for Undergraduate Microbiology Students published recommendations for introductory microbiology courses that suggest teaching specific skill sets in the laboratory beyond just fundamental knowledge and concepts of microbiology (6); however, students can sometimes view a skills-based laboratory experience as a task list of unrelated assignments to complete for a grade. Therefore, providing explicit connections throughout the lecture and laboratory exercises is critical for a truly integrated learning experience. Several pedagogical techniques can provide a coherent framework throughout a course. For example, case-based studies can connect lecture with laboratory skills and increase student engagement by applying newly developed knowledge and skills to tackle real-world simulations (2, 3). One reason that case-based studies succeed is that they can provide intrinsic motivations and an alternate purpose for students to engage with the material. A more recent trend in pedagogy involves using game design elements to increase student engagement and motivation. Gamification is the application of game design (accruing points or badges, reaching significant levels of accomplishment, or other reward elements) in a non-game context to motivate or influence participation (1, 5). A natural extension of both of these methods is to gamify a case-based approach where a fictional scenario is presented for students to role-play as scientists using their developed skills to solve a complex problem. The typical microbiology laboratory, as described by the ASM Task Force, can easily incorporate game design elements without extensive modification of the exercises themselves. Instead, gamification involves structuring the lab in a way that gives the course a coherent and unified purpose. This ultimately allows the student to see how the principles and concepts of lecture and laboratory connect to real world situations.