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Background <p>In the teaching–learning process of science, engagement is essential. Understanding plasmid construction and recombinant DNA technology poses significant cognitive challenges for students. Board games offer an interactive alternative that can foster critical thinking and collaborative problem-solving.</p> Methods <p>We developed “DNAddicts,” a board game that teaches genetic engineering concepts through plasmid construction simulation. The intervention was implemented across four cohorts of biotechnology engineering students (<i>N</i> = 114) engaged in a Challenge-Based Learning (CBL) curriculum. Motivation, learning outcomes, and game appreciation were evaluated using structured satisfaction questionnaires and Chi-square statistical analysis.</p> Results <p>The gamified intervention yielded positive academic outcomes, with 80% of students reporting improved knowledge of molecular cloning after gameplay. Furthermore, 85% of participants agreed that the game maintained an appropriate balance between scientific content and entertainment. Objective evaluations of learning outcomes showed that over 90% of students met mastery metrics. However, 70% of advanced students affirmed that the game cannot replace face-to-face laboratory experiences.</p> Conclusions <p>DNAddicts serves as an effective pedagogical tool for improving motivation and learning outcomes in genetic engineering. By transforming abstract principles into tangible experiences, it scaffolds conceptual understanding prior to practical laboratory application.</p>

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Playing with plasmids: gamifying recombinant DNA technology to foster systems thinking in health sciences

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月28日

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  • Eduardo Rodríguez-Bustamante,
  • Álvaro de Obeso Fernández del Valle,
  • Fernando Ortiz-Cueva,
  • Alfonso D. Ríos-Pérez,
  • Roberto Arreguín-Espinosa,
  • Jorge Membrillo-Hernández

摘要

Background

In the teaching–learning process of science, engagement is essential. Understanding plasmid construction and recombinant DNA technology poses significant cognitive challenges for students. Board games offer an interactive alternative that can foster critical thinking and collaborative problem-solving.

Methods

We developed “DNAddicts,” a board game that teaches genetic engineering concepts through plasmid construction simulation. The intervention was implemented across four cohorts of biotechnology engineering students (N = 114) engaged in a Challenge-Based Learning (CBL) curriculum. Motivation, learning outcomes, and game appreciation were evaluated using structured satisfaction questionnaires and Chi-square statistical analysis.

Results

The gamified intervention yielded positive academic outcomes, with 80% of students reporting improved knowledge of molecular cloning after gameplay. Furthermore, 85% of participants agreed that the game maintained an appropriate balance between scientific content and entertainment. Objective evaluations of learning outcomes showed that over 90% of students met mastery metrics. However, 70% of advanced students affirmed that the game cannot replace face-to-face laboratory experiences.

Conclusions

DNAddicts serves as an effective pedagogical tool for improving motivation and learning outcomes in genetic engineering. By transforming abstract principles into tangible experiences, it scaffolds conceptual understanding prior to practical laboratory application.