Enhancing Undergraduates' Understanding of Polymerase Chain Reaction (PCR) Through Gamification in Aquaculture Biotechnology

Aquaculture Biotechnology is a compulsory course for students pursuing a degree in aquaculture. It covers processes related to the use of various DNA techniques including the Polymerase Chain Reaction (PCR). PCR is used to solve various problems in aquaculture such as the identification of the species, gender, diseases, and halal verification. Feedback gathered from students indicated that PCR was a difficult topic as there were too many terminologies and steps in experiments that they needed to remember while taking the course. The present researcher believes that one of the ways to overcome this problem is by using gamification in teaching the course. Gamification is the use of game elements in a non-game context and students can improve their understanding and skills through the games used in class. Thus, this study was carried out to determine the effects of gamification on aquaculture biotechnology undergraduates' understanding of PCR. This quasi-experimental study involved two groups of undergraduates taking a course in aquaculture biotechnology; the experimental group (n=42) and control group (n=42). In this study, students learned PCR using a board game which incorporated questions, puzzle, crossword, word search and online analysis. The data on undergraduates' perception and performance were collected through a questionnaire, and an MCQ test. The data was keyed in and analyzed using Statistical Package Social Sciences (SPSS) software 25.0 version. Both descriptive and inferential statistical analyses were performed on the data and two interesting results were obtained. First, the independent and paired sample t-test showed that the experimental group performed significantly better than the control group in the test given indicating a positive impact of the use of gamification. Second, the analyses done on the questionnaire data indicated that students had positive perceptions of the elements used in gamification; many students indicated that gamification enhanced their social interaction, engagement, understanding and motivation. It is therefore suggested that gamification be used in Aquaculture Biotechnology course and improvements be made in the design of the gamification system before it is used in class.