"Blueprint of Life" Genomic Literacy Tool: An interactive to enhance genetic and genomic understanding with middle/high school students and their teachers through personal genetics and human disease

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The increasing prevalence of genetics and genomics information in modern life calls for an equally relevant and engaging solution to teach the next generation. Additionally, educational interventions that help close the participation and achievement gap of underrepresented demographic groups in STEM are sorely needed. In this NIGMS Phase II SBIR project, d’Vinci Interactive, in collaboration with The Jackson Laboratory, proposes to develop and evaluate a full-function prototype of the “Blueprint of Life” online educational solution, which is aimed at embedding genomics into middle school and high school classrooms. The solution will feature an expanded, NGSS-aligned supplemental curriculum that teaches key concepts around molecular genetics of personalized medicine, use of bioinformatics tools, the viral genome (particularly with regard to the COVID-19 pandemic), careers in genetics science, and the ethics of genetics research. The curriculum will be delivered via an online student learning portal designed to provide learning experiences that are engaging, inspirational, accessible, inclusive, and relevant to students’ lives, with features such as an immersive 3D/VR genome exploration module and an immersive Virtual Laboratory environment (which together represent the core of the project’s technical innovation), creative content that appeals to underrepresented demographic groups, a Spanish-language curriculum version, and adaptive learning technology. Educators will have access to a Learning Management System, online classroom tools that are easy to implement both virtually and in-class, and an Administrative Dashboard for real-time school and school-district level reporting on student learning progress. The aims for this Phase II project are to show that the solution delivers the following learner benefits: (1) effective mastery of the fundamentals of genomics/genetics and personalized medicine, (2) effective understanding of the ethical and healthcare implications of genetics/genomics, (3) motivational impact on students, by promoting interest in genomics/STEM education and careers, (4) strong learning and motivational impact on underrepresented demographic groups. WestEd, will conduct To verify the attainment of these aims, the external research and evaluation partner, a Randomized Controlled Trial (with 750 9th grade students from classrooms with high populations of underserved students) on the fully developed educational solution. Aims 1-3 are supported if students in the treatment group show a pre- versus post-assessment performance improvement (measured in terms of information retention (Aim 1), attitudes towards the practical use of science (Aim 2), and interest in pursuing additional genomics/STEM education and a genomics/STEM career (Aim 3)) that is statistically larger than the improvements observed in the control group. Aim 4 is supported if performance in the treatment group is uncorrelated with demographic factors (i.e. males vs. females and minority vs. non-minority students). Overall, the engaging and inspirational learning solution proposed in this project will help better prepare tomorrow’s healthcare consumers and scientists and promote greater diversity in STEM education and practice.