Encourage self‐learning and collaborative learning through gamification during COVID‐19 pandemic: A case study for teaching biochemistry

Abstract

During COVID‐19 pandemic, there was a change in the teaching mode from face‐to‐face to online teaching. It was especially challenging for teachers to motivate students to learn through distance learning. This shift in teaching mode also lowered student–student and student‐teacher interactions. In this project, a biochemistry courseware, Metabolism Metro (Adventure Mode), was designed which aimed to motivate students learning metabolic pathways in a fun and interactive way. The Metabolism Metro (Adventure Mode) was based on a role‐play game design and contained quizzes with questions covering the topics of carbohydrate, lipid, protein, and nucleotide metabolism. In order to enhance the courseware usage, and to encourage collaborative learning, the class teacher had organized a prize‐winning competition. Students could join the competition either individually or in groups to complete the game. By including challenging quizzes in the courseware, some students tended to form groups to solve the problems together. They either discussed the problems over the phone, or sat together and answered the questions using one computer. Besides reading the lecture notes, the students also tried to read the textbook, found the answers from the internet, or sought help from the class teacher. Students were attracted to self‐learn metabolic pathways to complete the quizzes.