A biotic game design project for integrated life science and engineering education.
A biotic game design project for integrated life science and engineering education.
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DOI：
10.1371/journal.pbio.1002110
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发表时间：
2015-03
期刊：
影响因子：
9.8
通讯作者：
Riedel-Kruse IH
中科院分区：
文献类型：
--
作者：
Cira NJ;Chung AM;Denisin AK;Rensi S;Sanchez GN;Quake SR;Riedel-Kruse IH
参与，动手设计经验是正式和非正式的科学，技术，工程和数学（STEM）教育的关键。机器人和视频游戏设计挑战在激发学生兴趣方面特别有效，但生命科学的同等体验并不发达。在这里，我们提出了一个“生物游戏设计项目”的概念，以激励学生学习生命科学和设备工程的接口（作为生物工程设备的基石课程的一部分）。我们提供所有的课程材料，并努力适应项目的复杂性，以服务于其他时间框架，年龄组，学习重点和预算。学生们自我报告说，他们发现生物游戏项目有趣和激励，从而增加了努力。因此，这种类型的设计项目可以产生类似于机器人和视频游戏的兴奋和教育影响。游戏可以教生命科学设备设计吗？我们教育系列中的这篇文章描述了一个“生物游戏设计课程”，以激励学生学习生命科学和设备工程的接口。
Engaging, hands-on design experiences are key for formal and informal Science, Technology, Engineering, and Mathematics (STEM) education. Robotic and video game design challenges have been particularly effective in stimulating student interest, but equivalent experiences for the life sciences are not as developed. Here we present the concept of a "biotic game design project" to motivate student learning at the interface of life sciences and device engineering (as part of a cornerstone bioengineering devices course). We provide all course material and also present efforts in adapting the project's complexity to serve other time frames, age groups, learning focuses, and budgets. Students self-reported that they found the biotic game project fun and motivating, resulting in increased effort. Hence this type of design project could generate excitement and educational impact similar to robotics and video games. Can games teach life sciences device design? This article in our education series describes a "biotic game design course" to motivate student learning at the interface of life sciences and device engineering.
影响因子：
6.1
作者：
Riedel-Kruse, Ingmar H.;Chung, Alice M.;Lee, Byung C.
通讯作者：
Lee, Byung C.
影响因子：
22.7
作者：
Resnick, Mitchel;Maloney, John;Kafai, Yasmin
通讯作者：
Kafai, Yasmin
影响因子：
3.4
作者：
Colby, Anne;Sullivan, William M.
通讯作者：
Sullivan, William M.