Utilization of computational techniques and tools to introduce or reinforce knowledge of biochemistry and protein structure-function relationships

The Gamification of XFEL Education Using XFEL Crystal Blaster

Novel groundbreaking techniques, such as serial femtosecond crystallography (SFX), which utilizes X-ray free-electron lasers (XFELs), have led to impressive advances in the field of structural biology. However, educating the next generation of scientists on this complex, advanced, and continuously evolving field can be challenging. Gamification has been shown to be an effective strategy for engaging new learners and has a positive influence on knowledge acquisition, student satisfaction, and motivation. Here, we present an educational game, XFEL Crystal Blaster, aimed at increasing middle and high school students’ exposure to advanced topics in crystallography. This simple and accessible game is available on multiple platforms, is intuitive for gamers, and requires no prior knowledge of the game’s content. The assessment of students’ experiences with the game suggests that the XFEL Crystal Blaster game is likely to develop some introductory knowledge of XFELs and X-ray crystallography and increase interest in learning more about X-ray crystallography. Both of these outcomes are key to engaging students in the exploration of emerging scientific fields that are potential career pathways.

Undergraduate structural biology education: A shift from users to developers of computation and simulation tools

The use of theory and simulation in undergraduate education in biochemistry, molecular biology, and structural biology is now common, but the skills students need and the curriculum instructors have to train their students are evolving. The global pandemic and the immediate switch to remote instruction forced instructors to reconsider how they can use computation to teach concepts previously approached with other instructional methods. In this review, we survey some of the curricula, materials, and resources for instructors who want to include theory, simulation, and computation in the undergraduate curriculum. There has been a notable progression from teaching students to use discipline-specific computational tools to developing interactive computational tools that promote active learning to having students write code themselves, such that they view computation as another tool for solving problems. We are moving toward a future where computational skills, including programming, data analysis, visualization, and simulation, will no longer be considered an optional bonus for students but a required skill for the 21st century STEM (Science, Technology, Engineering, and Mathematics) workforce; therefore, all physical and life science students should learn to program in the undergraduate curriculum.