A WEB-BASED INTERACTIVE GAME IN SKELETAL MUSCLE BIOENERGETICS

Abstract

In the past, we devised an interactive, educational board game in muscle bioenergetics. The objectives were 1) to reinforce and increase student retention of fundamental concepts in systems and cellular physiology relative to substrate metabolism 2) to stimulate critical thinking and application of biochemical pathways, and 3) to provide an enjoyable learning experience that expands the student's ability to adopt and utilize existing and future educational resources. Feedback (survey) from student players indicated a receptive attitude towards this alternative teaching style. Here, we will present a web-based, ôinteractive board gameö in skeletal muscle bioenergetics for undergraduate and graduate students in exercise science. Design: The website contains a game board divided into 5 modules: 1) History of Bioenergetics 2) Thermodynamics 3) Energy Transformation Path-ways 4) Integrative Organ Systems and 5) Experiments in Bioenergetics. The students are required to answer questions for each module in a ôTrivial Pursuitö format. Questions for each module are prepared in text files so that instructors may modify/update the questions and/or customize the game. The game was developed in AUTHORWARE and FLASH and can be played on the personal computer and over the Internet. The game can be played competitively or can be utilized in a study guide format. Both the competition and study guide versions are played via AUTHORWARE and the scores are accumulated following the basic rules. This game is interactive and fun for players who want to simply study the material. The study guide format has an extensive file system with links to additional resources, 3D files to study particular concepts, animation files, and quizzes to review the materials. Summary: The interactive format enhances student's reasoning and diagnostic skills. Students report an increased time outside of the classroom learning by playing the game, report a greater understanding and retention of course material, and are generally more inquisitive during classroom discussions.