Assessing the educational potential of an interactive board game to convey meaningful immunological interactions 3974
Year: 2025
Type: article
Abstract: Description Immunology is rarely taught at the pre-college level, leaving the public to face decisions about vaccines or other medical treatments involving immunity with limited information. Further, improving scientific access to the public is a significant factor in increasing diversity in science. Studies have reported several benefits of active learning including improved engagement, critical thinking, retention, and overall academic performance. Further, educational games provide the possibility of self-guided learning. Here, we assessed the capacity of an interactive immunology-themed board game to convey meaningful immunological interactions to groups of high school students. This board game focused on the complex interactions that occur between different immune cells and tumor cells during an antitumor immune response, and no external guidance was provided. Across three cohorts comprised of 62 students, when posed with moderate to challenging questions regarding immune interactions there was a two-to-three-fold increase in correct answers after students played the game once through. This coincided with a 40-50% decrease in students reporting they did not know the answer. Importantly, 95.75% of students agreed they would continue to learn new things if they played again, with 93.62% of students reporting they would choose to play again. On average students rated the game a 4.53 out of 5 regarding enjoyment, an essential facet in educational games being used independently. Topic Categories Immunology Education and Communication (EDU)
Source: The Journal of Immunology
Authors: Mackenzie J. Bender, Lena Vanessa Wirth
Institution: Yale University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W4416446910
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