1
|
Turhan B, Gümüş ZH. A Brave New World: Virtual Reality and Augmented Reality in Systems Biology. FRONTIERS IN BIOINFORMATICS 2022; 2. [PMID: 35647580 PMCID: PMC9140045 DOI: 10.3389/fbinf.2022.873478] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/25/2022] Open
Abstract
How we interact with computer graphics has not changed significantly from viewing 2D text and images on a flatscreen since their invention. Yet, recent advances in computing technology, internetworked devices and gaming are driving the design and development of new ideas in other modes of human-computer interfaces (HCIs). Virtual Reality (VR) technology uses computers and HCIs to create the feeling of immersion in a three-dimensional (3D) environment that contains interactive objects with a sense of spatial presence, where objects have a spatial location relative to, and independent of the users. While this virtual environment does not necessarily match the real world, by creating the illusion of reality, it helps users leverage the full range of human sensory capabilities. Similarly, Augmented Reality (AR), superimposes virtual images to the real world. Because humans learn the physical world through a gradual sensory familiarization, these immersive visualizations enable gaining familiarity with biological systems not realizable in the physical world (e.g., allosteric regulatory networks within a protein or biomolecular pathways inside a cell). As VR/AR interfaces are anticipated to be explosive in consumer markets, systems biologists will be more immersed into their world. Here we introduce a brief history of VR/AR, their current roles in systems biology, and advantages and disadvantages in augmenting user abilities. We next argue that in systems biology, VR/AR technologies will be most useful in visually exploring and communicating data; performing virtual experiments; and education/teaching. Finally, we discuss our perspective on future directions for VR/AR in systems biology.
Collapse
Affiliation(s)
- Berk Turhan
- Department of Genetics and Genomic Sciences, Icahn School of Medicine at Mount Sinai, New York, NY, United States
- Faculty of Natural Sciences and Engineering, Sabancı University, Istanbul, Turkey
| | - Zeynep H. Gümüş
- Faculty of Natural Sciences and Engineering, Sabancı University, Istanbul, Turkey
- Precision Immunology Institute, Icahn School of Medicine at Mount Sinai, New York, NY, United States
- *Correspondence: Zeynep H. Gümüş,
| |
Collapse
|
2
|
Gasparello J, Papi C, Zurlo M, Cosenza LC, Breveglieri G, Zuccato C, Gambari R, Finotti A. Teaching during COVID-19 pandemic in practical laboratory classes of applied biochemistry and pharmacology: A validated fast and simple protocol for detection of SARS-CoV-2 Spike sequences. PLoS One 2022; 17:e0266419. [PMID: 35385518 PMCID: PMC8985952 DOI: 10.1371/journal.pone.0266419] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2021] [Accepted: 03/20/2022] [Indexed: 11/20/2022] Open
Abstract
The pandemic caused by the SARS-CoV-2 virus (COVID-19) is still a major health issue. The COVID-19 pandemic has forced the university teaching to consider in high priority the switch from in-presence teaching to remote teaching, including laboratory teaching. While excellent virtual-laboratory teaching has been proposed and turned out to be very useful, the need of a real-laboratory in-presence teaching is still a major need. This study was aimed at presenting a laboratory exercise focusing (a) on a very challenging therapeutic strategy, i.e. SARS-CoV-2 diagnostics, and (b) on technologies that are playing a central role in applied biochemistry and molecular biology, i.e. PCR and RT-PCR. The aims of the practical laboratory were to determine: (a) the possibility to identify SARS-CoV-2 sequences starting from a recombinant plasmid and (b) the possibility to discriminate cells with respect to the expression of SARS-CoV-2 Spike protein. This activity is simple (cell culture, RNA extraction, RT-qPCR are all well-established technologies), fast (starting from isolated and characterized RNA, few hours are just necessary), highly reproducible (therefore easily employed by even untrained students). We suggest that this laboratory practical exercises should be considered for face-to-face teaching especially if the emergency related to the COVID-19 pandemic is maintained. The teaching protocol here described might be considered in order to perform fast but meaningful in-presence teaching, making feasible the division of crowded classes in low-number cohorts of students, allowing the maintenance of the required social distance.
Collapse
Affiliation(s)
- Jessica Gasparello
- Department of Life Sciences and Biotechnology, University of Ferrara, Ferrara, Italy
| | - Chiara Papi
- Department of Life Sciences and Biotechnology, University of Ferrara, Ferrara, Italy
| | - Matteo Zurlo
- Department of Life Sciences and Biotechnology, University of Ferrara, Ferrara, Italy
| | - Lucia Carmela Cosenza
- Department of Life Sciences and Biotechnology, University of Ferrara, Ferrara, Italy
| | - Giulia Breveglieri
- Department of Life Sciences and Biotechnology, University of Ferrara, Ferrara, Italy
| | - Cristina Zuccato
- Department of Life Sciences and Biotechnology, University of Ferrara, Ferrara, Italy
| | - Roberto Gambari
- Department of Life Sciences and Biotechnology, University of Ferrara, Ferrara, Italy
- Interuniversity Consortium for Biotechnology (CIB), Trieste, Italy
- * E-mail: (RG); (AF)
| | - Alessia Finotti
- Department of Life Sciences and Biotechnology, University of Ferrara, Ferrara, Italy
- * E-mail: (RG); (AF)
| |
Collapse
|
3
|
Levkovich O, Yarden A. Conceptualizing learning about proteins with a molecular viewer in high school based on the integration of two theoretical frameworks. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2021; 49:917-925. [PMID: 34486801 DOI: 10.1002/bmb.21576] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/24/2020] [Accepted: 08/23/2021] [Indexed: 06/13/2023]
Abstract
The use of a molecular viewer to visualize proteins has become more prevalent in high schools in recent years. We relied on the foundations of two theoretical frameworks to analyze questions in two learning tasks designed for 10th- to 12th-grade biotechnology majors that make use of Jmol. The two theoretical frameworks were: (i) classification of scientific knowledge into content, procedural, and epistemic knowledge; and (ii) evaluation of the cognitive skills central to visual literacy in biochemistry. During the analysis, two sub-elements of procedural knowledge emerged from the data: (i) the visualization of molecular models, and (ii) the use of Jmol software features. Based on the theoretical frameworks and data analysis, we suggest a conceptualization of learning about proteins using a molecular viewer, where the scientific knowledge elements are integrated with the eight cognitive skills central to visual literacy in biochemistry. In addition, a model presenting a hierarchy for the knowledge elements and sub-elements is suggested. In this model, content knowledge is a basic requirement; without it, the other knowledge elements cannot be used. Moreover, the use of epistemic knowledge or Jmol software features is not possible without visualization of the molecular models, which requires content knowledge. This conceptualization is expected to facilitate the development of learning tasks, decrease the complexity of knowledge acquisition for students; it may also assist the teacher during the teaching process.
Collapse
Affiliation(s)
- Ohad Levkovich
- Department of Science Teaching, Weizmann Institute of Science, Rehovot, Israel
| | - Anat Yarden
- Department of Science Teaching, Weizmann Institute of Science, Rehovot, Israel
| |
Collapse
|
4
|
Innovative Teacher Education with the Augmented Reality Device Microsoft HoloLens—Results of an Exploratory Study and Pedagogical Considerations. MULTIMODAL TECHNOLOGIES AND INTERACTION 2021. [DOI: 10.3390/mti5080045] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Augmented Reality (AR) tools are increasingly finding their way into education settings. Although their use is still not widespread in educational contexts, the research literature indicates their potential and effectiveness. However, overall and specifically for the education sector there are still numerous research gaps. This study investigates how the use of head-mounted AR displays such as the Microsoft HoloLens can change learning and what needs to be considered from a didactic perspective. The researched sample consists of 18 student teachers with a nature and technology teaching profile of a German-speaking university of teacher education. The data collection included a written questionnaire, video recordings of a teaching unit with HoloLens examining molecular structures, and one-to-one semi-structured interviews. The results of questionnaires and interviews presented in this paper show that all students were highly motivated to work with this technology in teacher education. The usability of the HoloLens was rated very satisfactory, although many students expressed minor problems. Most students attributed a positive impact on learning to the AR device and stated that the usage of the devices increased their motivation for learning the topic. Overall, the results show that the use of AR in teacher education is considered very valuable and should be increasingly employed in the future.
Collapse
|
5
|
Smith C, Friel CJ. Development and use of augmented reality models to teach medicinal chemistry. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:1010-1017. [PMID: 34294241 DOI: 10.1016/j.cptl.2021.06.008] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/05/2020] [Revised: 01/07/2021] [Accepted: 06/08/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND AND PURPOSE Students in the doctor of pharmacy curriculum have varied backgrounds in their chemical training and also their ability to make mental conversions from two-dimensional chemical representations, on lecture slides or textbook images, to three-dimensional cognitive understanding. In order to bridge the gap, augmented reality (AR) models were developed to provide an alternative learning medium for the students. AR was selected to take advantage of the ubiquitous presence of smartphones, without incurring the expense of Virtual Reality hardware. EDUCATIONAL ACTIVITY AND SETTING AR models were developed and introduced in the classroom in three phases. Student survey responses were used to improve the utility of the models in between phases. Active learning exercises were developed that required both individual and group interactions to complete. FINDINGS An optimized AR model creation workflow was developed that allowed each AR model to be created and posted in about 30 min. Depending on the phase of the study, 69% to 88% of the students found the AR models easy to use and 58% to 83% wanted to see more AR models used in future lectures. A majority (76%) of the students viewed the AR models on their smartphones. SUMMARY Augmented reality modules were created for use in medicinal chemistry courses in the pharmacy curriculum. Models were introduced in phases and included iterative improvements based on student feedback. The AR exercises provided active learning opportunities and were well received. The majority of students would like additional AR modules used in the course.
Collapse
Affiliation(s)
- Chase Smith
- Department of Pharmaceutical Sciences, School of Pharmacy-Worcester/Manchester, MCPHS University, 19 Foster Street, Worcester, MA 01608, United States.
| | - Carolyn J Friel
- Department of Pharmaceutical Sciences, School of Pharmacy-Worcester/Manchester, MCPHS University, 19 Foster Street, Worcester, MA 01608, United States.
| |
Collapse
|
6
|
Paxinou E, Kalles D, Panagiotakopoulos CT, Verykios VS. Analyzing Sequence Data with Markov Chain Models in Scientific Experiments. ACTA ACUST UNITED AC 2021; 2:385. [PMID: 34308368 PMCID: PMC8294291 DOI: 10.1007/s42979-021-00768-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2021] [Accepted: 07/04/2021] [Indexed: 11/05/2022]
Abstract
Virtual reality-based instruction is becoming an important resource to improve learning outcomes and communicate hands-on skills in science laboratory courses. Our study attempts first to investigate whether a Markov chain model can predict the students’ performance in conducting an experiment and whether simulations improve learner achievement in handling lab equipment and conducting science experiments in physical labs. In the present study, three cohorts of graduate students are trained on a microscopy experiment using different teaching methodologies. The effectiveness of the teaching strategies is evaluated by observing the sequences of students’ actions, while engaging in the microscopy experiment in real-lab situations. The students’ ability in performing the science experiment is estimated by sequential analysis using a Markov chain model. According to the Markov chain analysis, the students who are trained via a virtual reality software exhibit a higher probability to perform the steps of the experiment without difficulty and without assistance than their fellow students who attend more traditional training scenarios. Our study indicates that a Markov chain model is a powerful tool that can lead to a dynamic evaluation of the students’ performance in science experiments by tracing the students’ knowledge states and by predicting their innate abilities.
Collapse
Affiliation(s)
- Evgenia Paxinou
- School of Science and Technology, Hellenic Open University, Patras, Greece
| | - Dimitrios Kalles
- School of Science and Technology, Hellenic Open University, Patras, Greece
| | | | | |
Collapse
|
7
|
Xu K, Liu N, Xu J, Guo C, Zhao L, Wang HW, Zhang QC. VRmol: an integrative web-based virtual reality system to explore macromolecular structure. Bioinformatics 2021; 37:1029-1031. [PMID: 32745209 DOI: 10.1093/bioinformatics/btaa696] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2020] [Revised: 07/21/2020] [Accepted: 07/27/2020] [Indexed: 12/22/2022] Open
Abstract
SUMMARY Structural visualization and analysis are fundamental to explore macromolecular functions. Here, we present a novel integrative web-based virtual reality (VR) system-VRmol, to visualize and study molecular structures in an immersive virtual environment. Importantly, it is integrated with multiple online databases and is able to couple structure studies with associated genomic variations and drug information in a visual interface by cloud-based drug docking. VRmol thus can serve as an integrative platform to aid structure-based translational research and drug design. AVAILABILITY AND IMPLEMENTATION VRmol is freely available (https://VRmol.net), with detailed manual and tutorial (https://VRmol.net/docs). The code of VRmol is available as open source under the MIT license at http://github.com/kuixu/VRmol. SUPPLEMENTARY INFORMATION Supplementary data are available at Bioinformatics online.
Collapse
Affiliation(s)
- Kui Xu
- MOE Key Laboratory of Bioinformatics, School of Life Sciences, Beijing 100084, China.,Beijing Advanced Innovation Center for Structural Biology, Beijing Frotier Research Center for Biological Structures, Beijing 100084, China.,Tsinghua-Peking Joint Center for Life Sciences, Beijing 100084, China
| | - Nan Liu
- Beijing Advanced Innovation Center for Structural Biology, Beijing Frotier Research Center for Biological Structures, Beijing 100084, China.,Tsinghua-Peking Joint Center for Life Sciences, Beijing 100084, China.,Ministry of Education Key Laboratory of Protein Sciences, School of Life Sciences, Tsinghua University, Beijing 100084, China
| | - Jingle Xu
- MOE Key Laboratory of Bioinformatics, School of Life Sciences, Beijing 100084, China.,Beijing Advanced Innovation Center for Structural Biology, Beijing Frotier Research Center for Biological Structures, Beijing 100084, China
| | - Chunlong Guo
- Tsinghua-Peking Joint Center for Life Sciences, Beijing 100084, China
| | - Lingyun Zhao
- Beijing Advanced Innovation Center for Structural Biology, Beijing Frotier Research Center for Biological Structures, Beijing 100084, China.,Ministry of Education Key Laboratory of Protein Sciences, School of Life Sciences, Tsinghua University, Beijing 100084, China
| | - Hong-Wei Wang
- Beijing Advanced Innovation Center for Structural Biology, Beijing Frotier Research Center for Biological Structures, Beijing 100084, China.,Tsinghua-Peking Joint Center for Life Sciences, Beijing 100084, China.,Ministry of Education Key Laboratory of Protein Sciences, School of Life Sciences, Tsinghua University, Beijing 100084, China
| | - Qiangfeng Cliff Zhang
- MOE Key Laboratory of Bioinformatics, School of Life Sciences, Beijing 100084, China.,Beijing Advanced Innovation Center for Structural Biology, Beijing Frotier Research Center for Biological Structures, Beijing 100084, China.,Tsinghua-Peking Joint Center for Life Sciences, Beijing 100084, China
| |
Collapse
|
8
|
Yiu CPB, Chen YW. Molecular Data Visualization with Augmented Reality (AR) on Mobile Devices. Methods Mol Biol 2021; 2199:347-356. [PMID: 33125660 DOI: 10.1007/978-1-0716-0892-0_20] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/04/2023]
Abstract
Augmented reality (AR) allows a computer-generated 3D model to be superimposed onto a real-world environment in real time. The model can then be manipulated or probed interactively as if it is part of the real world. The application of AR in visualizing macromolecular structures is growing, primarily in showing preset collections of scenes for education purpose. Here, our emphasis is, however, on exploiting AR as a tool to facilitate scientific communication on the go. We have searched for freely available mobile software and custom-built tools which allow the display of user-specified protein structures. We provide step-by-step guides on a standalone app Ollomol (iOS and Android), as well as an in-browser web app, WebAR-PDB. Both of them allow users to specify entries from the Protein Data Bank (PDB) for an elementary AR experience. The application of AR enhances interactivity and imaginativity in macromolecular visualization.
Collapse
Affiliation(s)
| | - Yu Wai Chen
- Department of Applied Biology and Chemical Technology and the State Key Laboratory of Chemical Biology and Drug Discovery, The Hong Kong Polytechnic University, Hung Hom, Hong Kong
| |
Collapse
|
9
|
Poronnik P, Sellwood MJ. Bioscience education 2030 and beyond: Where will technology take the curriculum? BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2020; 48:563-567. [PMID: 32745335 DOI: 10.1002/bmb.21393] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/26/2020] [Accepted: 05/22/2020] [Indexed: 06/11/2023]
Abstract
This brief review explores the ever-increasing role that technological affordances may play in the 21C biochemistry and molecular biology curriculum. We consider the need to develop digital and creative fluencies in our students and the importance of creativity and visualization in learning science. The potential of virtual reality (VR) platforms to complement these goals are discussed with a number of examples. Finally, we look into the future where to see how VR might fit into a future curriculum.
Collapse
Affiliation(s)
- Philip Poronnik
- Discipline of Physiology, School of Medical Sciences, The University of Sydney, Camperdown, New South Wales, Australia
| | - Matthew J Sellwood
- Discipline of Physiology, School of Medical Sciences, The University of Sydney, Camperdown, New South Wales, Australia
| |
Collapse
|
10
|
Sharmin N, Chow AK. Augmented Reality Application to Develop a Learning Tool for Students: Transforming Cellphones into Flashcards. Healthc Inform Res 2020; 26:238-242. [PMID: 32819042 PMCID: PMC7438689 DOI: 10.4258/hir.2020.26.3.238] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2020] [Accepted: 07/17/2020] [Indexed: 12/02/2022] Open
Abstract
Objectives Flashcards are one of the most popular and optimized ways to learn factual knowledge and improve memory performance. Students of modern age, who use smart technology and mobile devices in their daily lives, often lack the time and motivation to create and use flashcards effectively. We aim to use the inseparable relationship between university students and their smartphones to create new options for higher education, converting their cellphones into flashcards. We have used this new technology to develop a simple application (app) to convert the smart mobile devices of students into flashcards. Methods We have developed an augmented reality (AR) flashcard application using Unity3D, which requires the user to identify a target image. Once the target image is identified, it can be replaced by any other digital output, i.e., 2D image, 3D models, or videos. We used images of histological sections of oral mucosa, which dentistry students study as a part of an oral biology course. Results The AR flashcard application worked on both iOS and Android systems. It was able to detect the target image and replace it with the output image on the device screen. Conclusions Using this application, students will be able to independently learn and self-test their learning at their own convenience. Instructors can use the application to provide additional study aids for the students. Our application, which is being developed as a pilot project, will be expanded and applied as a learning tool for students studying dentistry at the University of Alberta.
Collapse
Affiliation(s)
- Nazlee Sharmin
- School of Dentistry, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada
| | - Ava K Chow
- School of Dentistry, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada
| |
Collapse
|
11
|
Mayne R, Green H. Virtual reality for teaching and learning in crime scene investigation. Sci Justice 2020; 60:466-472. [PMID: 32873386 DOI: 10.1016/j.scijus.2020.07.006] [Citation(s) in RCA: 24] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/08/2020] [Revised: 06/12/2020] [Accepted: 07/19/2020] [Indexed: 10/23/2022]
Abstract
Simulated crime scene investigation is an essential component of forensic science education, but its implementation is costly and poses challenges to accessibility; offering personal investigations in higher education scenarios is often impossible. Virtual reality (VR) is an emerging technology which offers exciting prospects for teaching and learning, especially for imparting practical skills. We document here a multidisciplinary experimental study in which a bespoke VR crime scene app was designed and implemented, after which it was tested by both undergraduate student and staff/postgraduate student cohorts. Through both qualitative and quantitative analyses, we demonstrate that VR applications support learning of practical crime scene processing skills. VR-based practical sessions have the potential to add value to forensic science courses, through offering cost-effective practical experience, the ability to work in isolation and in a variety of different scenarios. Both user groups reported high levels of satisfaction with using the app and reports of adverse effects (motion sickness) were minimal. With reference to user feedback, we proceed to evaluate the scalability and development challenges associated with large-scale implementation of VR as an adjunct to forensic science education.
Collapse
Affiliation(s)
- Richard Mayne
- Department of Applied Sciences, Faculty of Health and Applied Sciences, University of the West of England, Bristol BS16 1QY, United Kingdom; Mayne Bioanalytics, Bristol BS34 5BH, United Kingdom.
| | - Helen Green
- Department of Applied Sciences, Faculty of Health and Applied Sciences, University of the West of England, Bristol BS16 1QY, United Kingdom
| |
Collapse
|
12
|
Peterson CN, Tavana SZ, Akinleye OP, Johnson WH, Berkmen MB. An idea to explore: Use of augmented reality for teaching three-dimensional biomolecular structures. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2020; 48:276-282. [PMID: 32202695 DOI: 10.1002/bmb.21341] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/12/2019] [Revised: 02/11/2020] [Accepted: 02/18/2020] [Indexed: 06/10/2023]
Abstract
Biology and biochemistry students must learn to visualize and comprehend the complex three-dimensional (3D) structures of macromolecules such as proteins or DNA. However, most tools available for teaching biomolecular structures typically operate in two dimensions. Here, we present protocols and pedagogical approaches for using immersive augmented reality (AR) visors, specifically the Microsoft HoloLens, to reinforce learning with large scale 3D holographic structures. We developed a novel workflow to render vividly colored custom biomolecules in AR visors. In addition, we developed AR exercises to review concepts relevant to protein or DNA structure and then implemented the exercises in four different biology and biochemistry courses. Surveys showed that students reported greater interest in biomolecular structures after the exercise. We also highlight some of the advantages and disadvantages of the software and hardware of this upcoming technology.
Collapse
Affiliation(s)
| | - Sara Z Tavana
- Department of Biology, Suffolk University, Boston, Massachusetts, USA
| | - Olukemi P Akinleye
- Department of Chemistry and Biochemistry, Suffolk University, Boston, Massachusetts, USA
| | - Walter H Johnson
- Department of Physics & Engineering, Suffolk University, Boston, Massachusetts, USA
| | - Melanie B Berkmen
- Department of Chemistry and Biochemistry, Suffolk University, Boston, Massachusetts, USA
| |
Collapse
|
13
|
Paxinou E, Panagiotakopoulos CT, Karatrantou A, Kalles D, Sgourou A. Implementation and Evaluation of a Three-Dimensional Virtual Reality Biology Lab versus Conventional Didactic Practices in Lab Experimenting with the Photonic Microscope. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2020; 48:21-27. [PMID: 31566881 DOI: 10.1002/bmb.21307] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/10/2019] [Revised: 05/27/2019] [Accepted: 09/03/2019] [Indexed: 06/10/2023]
Abstract
This study presents the integration of three different teaching scenarios, during biology laboratory lessons, with the overall aim of exploring the potential predominant effectiveness of teaching and improvement of students' learning, by the use of the three-dimensional virtual reality educational tool Onlabs, versus more traditional didactic practices. A sample of 83, fourth year, undergraduate students of the Primary Education Department of Patras' University in Greece, were equally separated into three cognitively balanced groups to be educated on the light microscopy experiment by three different educational scenarios. Students' conceptual understanding in the domain of microscopy, was evaluated during all learning procedure with Pre and Post tests, whereas their skill to handle properly a real light microscope in the wet biology lab was summatively assessed via a specially designed work sheet. Results of the present study provide evidence in favor of the virtual reality application. © 2019 International Union of Biochemistry and Molecular Biology, 48(1):21-27, 2020.
Collapse
Affiliation(s)
- Evgenia Paxinou
- School of Science and Technology, Hellenic Open University, Patras, 26335, Greece
| | | | - Anthi Karatrantou
- Department of Primary Education, University of Patras, Patras, 26504, Greece
| | - Dimitrios Kalles
- School of Science and Technology, Hellenic Open University, Patras, 26335, Greece
| | - Argyro Sgourou
- School of Science and Technology, Hellenic Open University, Patras, 26335, Greece
| |
Collapse
|
14
|
Xiao Y, John C, Ren X, Zhang P. A method for predicting background advertisement exposure parameters in sporting events: Televised football game approach. PLoS One 2019; 14:e0223662. [PMID: 31622390 PMCID: PMC6797103 DOI: 10.1371/journal.pone.0223662] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2019] [Accepted: 09/25/2019] [Indexed: 11/21/2022] Open
Abstract
Background The background advertisement exposure parameters (BAEP) forms a premise for sponsorship negotiation and the basis for estimating the sponsorship value of background advertising. Prediction of the BAEP has a great contribution to the sporting events organizers and sponsors in terms of negotiating, decision-making for bidding, and income-generating. Methods Virtual Reality (VR), technology was utilized to construct a virtual three-dimensional model of the sports venue and simulate the telecast of the event. Based on VR technology and computer graphics theory, a pre-event prediction method for estimating the background advertisement exposure parameters of sporting events was put forward. The pre and post measures of the thirty BAEP of televised football games were compared to verify the effectiveness of the prediction method. Results There was no significant difference between the pre- and post-measurement results for the same football game. The pre- and post-measurement results of the thirty BAEP of televised football games were tightly matched. Conclusions Using the prediction method can predict the BAEP of televised football games effectively and overcomes the shortcomings of current prediction methods that inhibits the effectiveness of the prediction of exposure parameters due to changes such as the type of the sporting events, the size of the sports venue, the layout of the background advertisements, and the placement of the television cameras, etc.
Collapse
Affiliation(s)
- Yi Xiao
- School of Economics and Management, Shanghai University of Sport, Shanghai, China
- * E-mail:
| | - Collins John
- Kinesiology, Health Promotion and Recreation Department, University of North Texas, Denton, Texas, United States of America
| | - Xiaoling Ren
- School of Economics and Management, Shanghai University of Sport, Shanghai, China
| | - Pei Zhang
- School of Economics and Management, Shanghai University of Sport, Shanghai, China
| |
Collapse
|
15
|
Gasparello J, Papi C, Zurlo M, Corradini R, Gambari R, Finotti A. Demonstrating specificity of bioactive peptide nucleic acids (PNAs) targeting microRNAs for practical laboratory classes of applied biochemistry and pharmacology. PLoS One 2019; 14:e0221923. [PMID: 31509554 PMCID: PMC6738603 DOI: 10.1371/journal.pone.0221923] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2019] [Accepted: 08/19/2019] [Indexed: 12/26/2022] Open
Abstract
Practical laboratory classes teaching molecular pharmacology approaches employed in the development of therapeutic strategies are of great interest for students of courses in Biotechnology, Applied Biology, Pharmaceutic and Technology Chemistry, Translational Oncology. Unfortunately, in most cases the technology to be transferred to learning students is complex and requires multi-step approaches. In this respect, simple and straightforward experimental protocols might be of great interest. This study was aimed at presenting a laboratory exercise focusing (a) on a very challenging therapeutic strategy, i.e. microRNA therapeutics, and (b) on the employment of biomolecules of great interest in applied biology and pharmacology, i.e. peptide nucleic acids (PNAs). The aims of the practical laboratory were to determine: (a) the possible PNA-mediated arrest in RT-qPCR, to be eventually used to demonstrate PNA targeting of selected miRNAs; (b) the possible lack of activity on mutated PNA sequences; (c) the effects (if any) on the amplification of other unrelated miRNA sequences. The results which can be obtained support the following conclusions: PNA-mediated arrest in RT-qPCR can be analyzed in a easy way; mutated PNA sequences are completely inactive; the effects of the employed PNAs are specific and no inhibitory effect occurs on other unrelated miRNA sequences. This activity is simple (cell culture, RNA extraction, RT-qPCR are all well-established technologies), fast (starting from isolated and characterized RNA, few hours are just necessary), highly reproducible (therefore easily employed by even untrained students). On the other hand, these laboratory lessons require some facilities, the most critical being the availability of instruments for PCR. While this might be a problem in the case these instruments are not available, we would like to underline that determination of the presence or of a lack of amplified product can be also obtained using standard analytical approaches based on agarose gel electrophoresis.
Collapse
Affiliation(s)
- Jessica Gasparello
- Department of Life Sciences and Biotechnology, University of Ferrara, Ferrara, Italy
| | - Chiara Papi
- Department of Life Sciences and Biotechnology, University of Ferrara, Ferrara, Italy
| | - Matteo Zurlo
- Department of Life Sciences and Biotechnology, University of Ferrara, Ferrara, Italy
| | - Roberto Corradini
- Department of Chemistry, Life Sciences and Environmental Sustainability, University of Parma, Parma, Italy
| | - Roberto Gambari
- Department of Life Sciences and Biotechnology, University of Ferrara, Ferrara, Italy
- Interuniversity Consortium for Biotechnology (CIB), Trieste, Italy
- * E-mail:
| | - Alessia Finotti
- Department of Life Sciences and Biotechnology, University of Ferrara, Ferrara, Italy
| |
Collapse
|