Biology & Sustainability

3D and Active-Learning Modules in Biology Education

Document Type

Poster Presentation

Location

Indianapolis, IN

Subject Area

Biology & Sustainability

Start Date

11-4-2014 8:30 AM

End Date

11-4-2014 9:30 AM

Description

Adapting the learning environment is essential to improving how students learn about biological structures and the relationship to function. True representation of biological structures is possible with advancements in visualization technology, and incorporating interactive 3D visualization in the classroom setting can be used to enhance the learning experience. However, the impact and benefits of 3D visualization in the biology learning experience has not been sufficiently addressed. Learning modules exploring protein structure and function were developed to compare 2D, computer active-learning, and 3D active-learning. Students completed activities and activity questions assessing learning comprehension and a survey examining student perceptions and motivation. The learning modules were designed using the PyMOL protein visualization program as a tool for image capture in the 2D module that corresponded to the protein structures analyzed for the active-learning modules with or without 3D visualization. Studies were conducted in the introductory biology I, introductory biology II, and cell biology courses. The results indicate that although overall average scores tended to increase in the active-learning and 3D active-learning groups, the results were not statistically significantly different. However, questions assessing visualization components were significantly improved for the introductory biology II group when utilizing the visualization software. Student survey responses reflect an increase in motivation in the active-learning groups (with or without 3D). In addition, student comments indicate a need for increased emphasis on module design to compensate for unfamiliarity with new software and implementation of module exercises to complement and coincide with specific course topics.

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Apr 11th, 8:30 AM Apr 11th, 9:30 AM

3D and Active-Learning Modules in Biology Education

Indianapolis, IN

Adapting the learning environment is essential to improving how students learn about biological structures and the relationship to function. True representation of biological structures is possible with advancements in visualization technology, and incorporating interactive 3D visualization in the classroom setting can be used to enhance the learning experience. However, the impact and benefits of 3D visualization in the biology learning experience has not been sufficiently addressed. Learning modules exploring protein structure and function were developed to compare 2D, computer active-learning, and 3D active-learning. Students completed activities and activity questions assessing learning comprehension and a survey examining student perceptions and motivation. The learning modules were designed using the PyMOL protein visualization program as a tool for image capture in the 2D module that corresponded to the protein structures analyzed for the active-learning modules with or without 3D visualization. Studies were conducted in the introductory biology I, introductory biology II, and cell biology courses. The results indicate that although overall average scores tended to increase in the active-learning and 3D active-learning groups, the results were not statistically significantly different. However, questions assessing visualization components were significantly improved for the introductory biology II group when utilizing the visualization software. Student survey responses reflect an increase in motivation in the active-learning groups (with or without 3D). In addition, student comments indicate a need for increased emphasis on module design to compensate for unfamiliarity with new software and implementation of module exercises to complement and coincide with specific course topics.