Collect the Bones, Avoid the Cones: a game-based app for public engagement

Game-based applications (apps) and serious games enable educationalists to teach complex life sciences topics. Gamification principles (i.e. challenges, problem solving, critical thinking) improve learners’ motivation and can also help science communicators discuss important scientific subjects and their real-world context in an effective, enjoyable manner. The aim of this study was to design, develop and evaluate a science communication game-based app, entitled Collect the Bones, Avoid the Cones, on human skull anatomy for use in public engagement activities with younger audiences. Specifically, the app contextualised three-dimensional (3D) skull anatomy within a narrative about cycling and helmet safety. The app was tested at the Glasgow Science Centre, with ethical approval from the Glasgow School of Art, to assess its potential pedagogical value, in terms of pre- and post-app knowledge and confidence, and general user evaluation. In total, 50 participants were recruited (mean age 15.6 ± 1.647, range 7–64) with 62% of participants aged 7–12. Usability and educational value were rated highly with 70% of participants agreeing they could use the app without any external instructions and 90% agreeing they understand the anatomy of the skull better after app use. The enjoyability of the game was also positively perceived with 94% of participants agreeing they enjoyed the game. Although there was no statistical significance in pre- and post-app knowledge scores, there was a statistically significant increase in players’ confidence relating to skull anatomy (pre-app: 3.00 ± 1.265, post-app: 4.00 ± 1.00, Z = −5.111, p < 0.001). These results provide promising insight into the potential of game-based apps for public engagement in anatomical sciences. Future research on how the app influences attitudes towards helmet use in different demographic groups would be valuable in identifying its full pedagogical potential

Self-regulated Learning in Computer Programming: Strategies Students Adopted During an Assignment

The SimProgramming teaching approach has the goal to help students overcome their learning difficulties in the transition from entry-level to advanced computer programming and prepare them for real-world labour environments, adopting learning strategies. It immerses learners in a businesslike learning environment, where students develop a problem-based learning activity with a specific set of tasks, one of which is filling weekly individual forms. We conducted thematic analysis of 401 weekly forms, to identify the students’ strategies for self-regulation of learning during assignment. The students are adopting different strategies in each phase of the approach. The early phases are devoted to organization and planning, later phases focus on applying theoretical knowledge and hands-on programming. Based on the results, we recommend the development of educational practices to help students conduct self-reflection of their performance during tasks

Co-regulated learning in computer programming: students co-reflection about learning strategies adopted during an assignment

Higher education students exhibit difficulties in learning computer programming, particularly transitioning from initial programming to advanced programming, so it’s necessary to develop effective teaching strategies. We developed the SimProgramming approach to help students overcome learning difficulties transitioning from entry-level to advanced computer programming, by developing appropriate learning strategies. The students perform a specific set of tasks in a learning environment that simulates business operations, developing a problem-based learning assignment. One of those tasks is filling biweekly individual self-reflection and co-reflection forms. This approach was implemented at the University of Trás-os-Montes e Alto Douro (Portugal), in a 4th semester course of two bachelor programmes: Informatics Engineering and ICT. The students provided 37 biweekly forms, on which we conducted thematic analysis to identify their strategies for co-regulation of learning during the assignment. Students are adopting different strategies in each phase of the approach. Early phases are devoted to organization, planning, and transformation of information, and later phases focus on applying theoretical knowledge and hands-on programming. We recommend including this type of pedagogical task (biwekly self-reflection and co-reflection forms) in educational practices, in view of their contribution to improving self- and co-regulation learning strategies.Pedrosa, D. wishes to thank the Fundação para a Ciência e Tecnologia (FCT), Portugal, for Ph.D. Grant SFRH/BD/87815/2012. This work is financially supported by National Funds through FCT – Fundação para a Ciência e a Tecnologia, I.P., under the project UID/CED/00194/2013. We would like to thank all the students and teachers who collaborated on this research.info:eu-repo/semantics/publishedVersio