Potential of game «PLANT TISSUE CULTURE» in bioengineering education as distance laboratory classes

Abstract

This study evaluates the effectiveness of the developed game as a form of distance laboratory works at the Universities of Turkey and Ukraine. Studying the effectiveness of laboratory research concerning engineering education, biotechnology can be significantly improved through the use of games. The purpose of the application is to develop laboratory work in the form of a computer game using the Unity platform management. The study was attended by students of the Molecular Biology and Genetic Departments in Turkey and Professional Education in Ukraine, and 376 students took part in the experiment (total of 203 Turkish and 173 Ukrainian students). The analysis of variance test was used to evaluate the opinions of 347 students, taking into account the aspect of nationality and gender distribution. The results of the data analysis showed that students' appreciation of the proposed gamified laboratory work is high regardless of their nationality, although females were more encouraged by the proposed development. Therefore, the study showed the possibility to further use laboratory classes in the gaming environment, create online gamified laboratory classes with the possibility of virtual exchange with students from different countries. The proposed questionnaire for student interventions can be used to evaluate the effectiveness of experimental models, thereby increasing the model's efficiency and training quality.

Integrating gamification and gaming technologies into Ukrainian education: transforming the learning experience

“…Nowadays, it is essential for educators to possess digital skills. Without them, the teaching process and its evolution would be unimaginable (Balci et al, 2021;Pet'ko et al, 2021;Bakhov, 2021).…”

Guest editorial: Distance learning, MOOCs and globalisation of engineering education

“…This is also reflected in the total number of papers published, which accounts for almost half of the issue. This could be due to the expertise of the guest editorial team, but it is also true that MOOCs continue to receive a lot of attention in the Computer-Assisted Education research community, as Yousef and Summer [1] point out in this volume. Nevertheless, the use of MOOCs in the specific domain of Engineering Education was somewhat under-researched when the call was launched, which is reflected in this special issue with a number of relevant contributions such as Sahin's [14] analysis of optics software teaching tools, the studies on how learners interact in discussion forums [9,11], learners' behaviour and performance when watching online lecture videos [8], technologyenhanced interventions to increase engineering learners' engagement [2,12], including the best approaches to feedback for those with difficulties [16] and those whose English is not their first language [13].…”

“…This special issue also received many interesting contributions to the broader DL topic beyond MOOCs, such as the study of flipped learning experiences in engineering courses [3,4,10], the gamification experiment with the "Plant Tissue" game in bioengineering courses [1], and the exploration habits and competencies of STEM higher education students in the Balkan region [5]. Submissions on remote laboratories deserve special mention, an important topic that deserves attention in DL settings.…”