Enhancing children's interest and knowledge in bioengineering through an interactive videogame

Abstract

Aim/Purpose Bioengineering is a burgeoning interdisciplinary learning domain that could in-spire the imaginations of elementary aged children but is not traditionally taught to this age group for reasons unrelated to student ability. This pilot study pre-sents the BacToMars videogame and accompanying curricular intervention, de-signed to introduce children (aged 7-11) to foundational concepts of bioengi-neering and to the interdisciplinary nature of scientific endeavors. Background This pilot study explores the bioengineering-related learning outcomes and atti-tudes of children after engaging with the BacToMars game and curriculum in-tervention. Methodology This study drew on prior findings in game-based learning and applied them to a videogame designed to connect microbiology with Constructionist microworlds. An experimental comparison showed the learning and engagement affordances of integrating this videogame into a mixed-media bioengineering curriculum. Elementary-aged children (N = 17) participated in a 9-hour learning interven-tion, with one group of n = 8 children receiving the BacToMars videogame and the other group (n = 9) receiving traditional learning activities on the same con-tent. Pre- and post-surveys and interview data were collected from both groups. Contribution This paper contributes to education research on children's ability to meaningful-ly engage with abstract concepts at the intersection of science and engineering through bioengineering education, and to design research on developing educa-tional technology for introducing bioengineering content to elementary school children. Findings Children in both groups showed improved knowledge and attitudes related to bioengineering. Children who used BacToMars showed slightly stronger per-formance on game-specific concepts, while children in the control condition showed slightly higher generalized knowledge of bioengineering concepts. Recommendations for Practitioners Practitioners should consider bioengineering as a domain for meaningful, inter-disciplinary learning in elementary education. Recommendation for Researchers Design researchers should develop playful ways to introduce bioengineering concepts accurately and to engage children's imaginations and problem-solving skills. Education researchers should further investigate developmentally appro-priate ways to introduce bioengineering in elementary education. Impact on Society BacToMars introduces a meaningful scenario to contextualize complex con-cepts at the intersection of science and engineering, and to engage children in real-world, interdisciplinary problem solving. Future Research Future research should explore BacToMars and bioengineering curricula for elementary-aged children in larger samples, with longer intervention times.