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Thirty Bachelor of Medical Laboratory Science students trialed the prototype and provided survey feedback on their learning experience and perceived learning enhancement. The article analyzes insights for future shifts toward gamified learning.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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are microscopic laboratory processes difficult for science students to learn?","Question",{"text":63,"@type":64},"Because students often cannot visualize the different steps of a laboratory test and the errors that may influence the final outcome.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What learning tool was developed to address ELISA training challenges?",{"text":68,"@type":64},"A web-based learning tool that visualized ELISA microscopic processes at different steps and provided immediate feedback on applying various reagents.",{"name":70,"@type":61,"acceptedAnswer":71},"How was the web-based prototype evaluated in the study?",{"text":72,"@type":64},"A cohort of 30 Bachelor of Medical Laboratory Science students trialed the first prototype and submitted feedback via a survey about their learning experience and how much the tool enhanced 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\nJames Cook University, Australia  \nEllen Ariel  \nJames Cook University, Australia  \nAbstract  \nUnderstanding and trouble-shooting microscopic processes involved in laboratory tests are often challenging for students in science education because of the inability to visualize the different steps and the various errors that may influence test outcome. The effectiveness of gamification or the use of game design elements and game-mechanics were explored in a year-long research project which saw the development of a web based learning tool that visualized Enzyme Linked Immunosorbent Assays (ELISAs) in a digital laboratory. A cohort of 30 students from the Bachelor of Medical Laboratory Science trialed the first prototype and provided feedback in a survey on their learning experience and the extent to which the learning tool enhanced their learning. This article provides additional insights into likely future trends of substituting traditional learning modes such as lecture and practical laboratory classes with gamified content.  \nKeywords: Gamification; Game-based learning; Higher education; Science  \neducation  \nIntroduction  \nUnderstanding and trouble-shooting microscopic processes involved in laboratory tests are often challenging for students in Biomedical Science, Medicine, Medical Laboratory Science and Veterinary Science. This is because of the inability to visualize the different steps and the various errors that may influence test outcome. Atypical test these students have to learn and master in the laboratory is the Linked Immunosorbent Assay (ELISA) . Enzyme ELISAs are designed to detect specific antigens from, for example, a viral agent such as Dengue fever. The detection consists of several steps, where reagents in each step link onto the previous if they are compatible. After an incubation period the excess reagent is washed away and the next step is applied. This linking and washing is continued until an indicator system can be applied and create a color change equivalent to the number of positive reactions in previous steps (Figure 1) .  \nThe current learning environment does not provide a visualization of this microscopic process and the students are faced with a success or failure at the end of the test, with little chance for them or the educator of finding out where they may have gone wrong. Such an experience leaves students disillusioned and questions the value of the practical application of these assays in a learning environment.  \nFigure 1. ELISA Plates Hosting the Microscopic Test Procedure1  \nThis hurdle in teaching and learning spurred a cooperation between students and educators of the School of Veterinary and Biomedical Sciences, School of Creative Arts  \n1 Figure 1. Bottom image public domain from [https://en.wikipedia.org/wiki/ELISA\\#/media/File:ELISA.jpg](https://en.wikipedia.org/wiki/ELISA#/media/File:ELISA.jpg)  \nand School of Business at James Cook University, north Queensland, Australia, in order to develop a web-based learning tool for students of the Bachelor of Medical Laboratory Science and Bachelor of Veterinary Science which would be designed to visualize the microscopic ELISA process during different steps providing immediate feedback on application of the various reagents. It was envisioned that the learning tool would be available online to allow students to explore the ELISA in their own time and at their own pace. This cooperation was a year-long project and integrated into the existing curriculum with design students, information technology students and medical laboratory science students collaborating on the development and design of the learning tool under the supervision of three educators from the respective disciplines.  \nIn order to develop a learning tool that is engaging and motivates students to learn, student and educator teams looked into the concepts of ga","cbCairo5eI2toCzZ","https://ap.wps.com/l/cbCairo5eI2toCzZ","pdf",1389178,22,"English","# Abstract\n# Introduction\n## Visualization challenges in laboratory-based microscopic testing\n## ELISA procedure and learning limitations\n## Rationale for a gamified web-based learning tool\n## Gamification concepts and research background","[{\"question\":\"Why are microscopic laboratory processes difficult for science students to learn?\",\"answer\":\"Because students often cannot visualize the different steps of a laboratory test and the errors that may influence the final outcome.\"},{\"question\":\"What learning tool was developed to address ELISA training challenges?\",\"answer\":\"A web-based learning tool that visualized ELISA microscopic processes at different steps and provided immediate feedback on applying various reagents.\"},{\"question\":\"How was the web-based prototype evaluated in the study?\",\"answer\":\"A cohort of 30 Bachelor of Medical Laboratory Science students trialed the first prototype and submitted feedback via a survey about their learning experience and how much the tool enhanced learning.\"}]","Gamification in Science Education - Gamifying Learning of Microscopic Processes in the Laboratory | PDF",1792089403,55]