THE EFFECTS OF GENETIC INHERITANCE E-GAME TO UNDERGRADUATE STUDENTS

Nurul Farhana Jufri, Farah Wahida Ibrahim, Asmah Hamid, Mazlyzam Abdul Latif, Soon Singh Bikar Singh

Abstract


The Covid-19 outbreak that is occurring worldwide has affected the education system, as the closure of education institutions has halted teaching and learning activities. Nevertheless, online education is being widely applied to complete the curriculum. As learning activities are limited by the prohibition of face-to-face classes, an E-game on genetic disease inheritance was designed and introduced to undergraduate Biomedical Science students of Universiti Kebangsaan Malaysia (UKM). In this approach, the students were divided into small groups of 5-7 students and they were required to grasp the basic knowledge of genetic disease inheritance including drawing a pedigree tree in order to understand genetic-based diseases,  develop three case studies, four case studies-related questions and also provide the answer scheme beforehand. During the E-game, the Microsoft Teams online learning platform was used. Each of the groups took turns to present case studies on the topic of genetic disease inheritance and answered questions. Marks were given for each of the answers. The students’ feedback was collected to evaluate the outcome of this approach. Their understanding on pedigree drawing topics, ability to draw pedigree diagram and analysing genetic inheritance case studies were significantly (p<0.001) increased after the e-game implementation. In addition, the e-game helped them to develop several skills such as teamwork and strategizing. Overall, the students were benefited with the approach, even though some limitations in internet accessibility and devices problems were encountered during the e-game. As conclusion, the e-game was successfully tailored to deliver the genetic inheritance topic previously outlined for face to face session.

 

 

DOI: http://dx.doi.org/10.17576/ajtlhe.1401.2022.01 


Keywords


Covid-19; distance learning; genetics; online learning; undergraduate education.

Full Text:

PDF

References


Birch, E., & Wolf, M. (2020). A novel approach to medical school examinations during the COVID-19 pandemic. Medical Education Online, 25(1), 1-2.

Chick, R. C., Clifton, G. T., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., & Vreeland, T. J. (2020). Using technology to maintain the education of residents during the COVID-19 pandemic. Journal of Surgery Education, 77(4), 729-732.

Chiodini, J. Online learning in the time of COVID-19. (2020). Travel Medicine and Infectious Disease, 34, 101669.

Dedo, F.S & Hashim, H. Interactive ICT Language Games in Encouraging Active Learning among the Suburban ESL Learners. (2020). International Journal of Academic Research in Business and Social Sciences, 9(12), 674–684.

Halim, M. S. A. A., Hashim, H. & Yunus, M. M. (2020). Pupils’ motivation and perceptions on ESL lessons through online quiz-games. The Journal of Education and e-Learning, 7(3), 229-234.

Kaup, S., Jain, R., Shivalli, S., Pandey, S., & Kaup, S. (2020). Sustaining academics during COVID-19 pandemic: The role of online teaching-learning. Indian Journal of Ophthalmology, 68(6), 1220-1221.

Khaleel, F. L., Ashaari, N. S., & Meriam Tengku Wook, T. S. (2020). The impact of gamification on students learning engagement. International Journal of Electrical and Computer Engineering, 10(5), 4965-4972.

Khaleel, F. L., Tengku-Wook, T. S. M., & Ashaari, N. S. (2018). Quantifying user experience in using learning gamification website. Journal of Theoretical and Applied Information Technology, 96(23), 7783-7793.

Longhurst, G. J., Stone, D. M., Dulohery, K., Scully, D., Campbell, T., & Smith, C. F. (2020). Strength, weakness, opportunity, threat (SWOT) analysis of the adaptations to anatomical education in the United Kingdom and Republic of Ireland in response to the Covid-19 Pandemic. Anatomical Sciences Education, 13(3), 301-311.

Mahmud, S. N. D., Husnin, H., & Soh, T. M. T. (2020). Teaching presence in online gamified education for sustainability learning sustainability. Sustainibility, 12(3801), 1-17.

National Human Genome Research Institute. (2020). Pedigree. Retrieved from: https://www.genome.gov/genetics-glossary/Pedigree

Regier, D. S., Smith, W. E., & Byers, H. M. (2020). Medical genetics education in the midst of the COVID-19 pandemic: Shared resources. American Journal of Medical Genetics - Part A, 182(6), 1302-1308.

Rusli, R., Hashim, H.U., Hashim, H. & Yunus, M. M. (2019). Interactive Learning: An Innovation for English Language Acquisition. International Journal of Innovative Technology and Exploring Engineering, 9(2), 1187-1190.

Sahi, P. K., Mishra, D., & Singh, T. (2020). Medical education amid the COVID-19 pandemic. Indian Pediatrics, 57(7), 652-657.

Seymour-Walsh, A. E., Bell, A., Weber, A., & Smith, T. (2020). Adapting to a new reality: COVID-19 coronavirus and online education in the health professions. Rural Remote Health, 20(2), 6000.

Tang, K. H. D. (2020). Movement control as an effective measure against Covid-19 spread in Malaysia: an overview. Z Gesundh Wiss, 1-4.

United Nations Educational, Scientific and Cultural Organization. (2020). COVID19 educational disruption and response. Retrieved from: https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures

World Health Organization. (2020). WHO Coronavirus Disease (COVID-19) Dashboard. Retrieved from: https://covid19.who.int/


Refbacks

  • There are currently no refbacks.


Index