Development of educational games for biochemical education

Author(s)

Paulo Enrique Cuevas Mestanza

• Document type: Master's Dissertation
• Press: São Paulo.
• Institution: Universidade de São Paulo (USP). Conjunto das Químicas (IQ e FCF) (CQ/DBDCQ)
• Defense date: 2022-06-17

Examining board members

Bayardo Baptista Torres; Fernando Rodrigues de Moraes Abdulkader; Márlon Herbert Flora Barbosa Soares

• Advisor: Bayardo Baptista Torres

Abstract

Biochemical Education research focuses on aspects related to teaching and learning, mostly in higher education. Among several methodological alternatives to traditional classes, educational games are tools that promote the development of problem-solving strategies, decision-making, peer exchange of information, etc. These features make educational games valuable tools for active learning. The main goal of the work herein presented was to develop educational games for Biochemical Education. For this purpose, a three-step based strategy was designed: definition of educational features, conceptual game design and development and evaluation. To assess educational potential, qualitative data were obtained by recording and transcribing audio captured during plays, and, when possible, questionnaires were applied. Two educational games were developed: \"Pure Protein! An Experiment in the Biochemistry Lab\" and \"Ten Questions - Lipids\". The main learning purpose of the first game was to develop skills in planning and testing scientific hypotheses through a simulation of a protein purification experiment. The game development was based on an Inquirybased learning approach. Pure Protein is a board game set-up with ca. 4000 cards. Players are challenged to obtain an amount of a specific protein, purified from a protein solution. To achieve this goal, students receive general information about common methods used to purify proteins. To win, contestants should efficiently combine methods to obtain the needed protein before their adversaries. The game was applied to Biomedicine undergraduate students, and an analysis of the inquiry process they went through was done. It was verified that the game promotes elaboration of a working plan, decision-making supported by arguments, testing and verifying hypotheses while being a fun and enjoyable activity. The second game is called \"Ten Questions - Lipids\", by which we intended to explore the structural diversity of lipids and the chemical groups in their composition. The game is based on fifteen molecules, ranging from fattyacids to complex lipids. The goal is to figure out the identity and the structure of a given lipid, using clues given throughout the gameplay. The game application allowed us to assess players conceptual mistakes revealed by their drawings of chemical structures. In questionnaire answers, students stated that the game was motivating, suitable for the classroom and that it promoted the review of lipid structures. Both games, with different learning objectives, were developed using a rigorous strategy, which enables the balance between the ludic and educational functions needed to achieve educational game success. Due to the COVID-19 pandemic, the games werent properly evaluated with different, larger groups. Nevertheless, the collected data suggest that the teaching objects are efficient both in promoting biochemical learning and fun. (AU)

• FAPESP's process: 18/26620-9 - Protein purification: an educational game with investigative approach
• Grantee: Paulo Enrique Cuevas Mestanza
• Support Opportunities: Scholarships in Brazil - Master