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The Development of Multimedia Courseware for Biotechnology The Development of Multimedia Courseware for Biotechnology Li-Yeh Chuang 1 and Cheng-Hong Yang 2 1 Dept of Chemical Eng., I-Shou University, Kaohsiung, Taiwan 807 2 Dept of Electronic Eng., National Kaohsiung Univ. of Applied Sciences, Kaohsiung, Taiwan 807 Abstract In this paper, we have developed a biotechnology learning system that is implemented by multimedia application and computer assisted instruction (CAI) technology. It focuses on theoretical and practical applications of biotechnology. The system contains the information about life inheritance and duplication processes, in which the genetic information and the application of genetic analysis were combined in order to investigate the mystery of up-to-date biotechnology. Many people think the next century will be the century of biotechnology. Therefore, many biotechnology books and papers have been published and biotechnology information found on the Internet is abundant. However, there are few biotechnology-learning systems designed for children. Thus, we designed an interactive, simple, varied and interesting learning system of biotechnology for children. The system is divided into six modules: cloning of a lamb, test tube babies, human genome, genetic analysis, eukaryotic cells and games. The design of the system integrates multimedia sound and light effects based on an interactive learning concept. It provides various simulated scenarios and the entire learning content is diversified and efficient. Keywords: Biotechnology, Life duplication, Genetic engineering, Multimedia, Computer assisted instruction 1. Introduction Biotechnology is developing continually, while mankind starts to apply and improve biological resources in order to improve the well-being of all mankind. The terminology “biotechnology” has been one of the most popular topics in recent decades, particularly since the birth of a test-tube baby in 1978 [1] and the cloned sheep, Dolly, in 1997 [2]. The recent blood authentication process used to check relationships in families is based on analyzing the DNA, and has brought much attention and respect from many people; even pupils recognize this trend. They raise questions related to biotechnology, such as what is a test-tube baby? Am I a test-tube baby? Could we clone a dinosaur? Could we reproduce other creatures that are already extinct, just like in the movie “Jurassic Park”? Indeed the range of biotechnology is extensive, in viewpoint of the fundamental science. There are all kinds of relevant knowledge of biological chemistry and engineering in its application and development. Biotechnological achievements are cornerstones for human civilization. Many biotechnological products are daily necessities of life, such as medical treatment, health care, and food products [3]. Amongst the most important techniques in genetic engineering is the manipulation of biochemical reactions within the complicated and diverse genes of creatures and to International Journal of The Computer, the Internet and Management Vol. 13.No.3 (September-December, 2005) pp 33-44 35

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The Development of Multimedia Courseware for Biotechnology

The Development of Multimedia Courseware for Biotechnology

Li-Yeh Chuang1 and Cheng-Hong Yang2

1Dept of Chemical Eng., I-Shou University, Kaohsiung, Taiwan 807 2Dept of Electronic Eng., National Kaohsiung Univ. of Applied Sciences, Kaohsiung,

Taiwan 807

Abstract In this paper, we have developed a

biotechnology learning system that is implemented by multimedia application and computer assisted instruction (CAI) technology. It focuses on theoretical and practical applications of biotechnology. The system contains the information about life inheritance and duplication processes, in which the genetic information and the application of genetic analysis were combined in order to investigate the mystery of up-to-date biotechnology. Many people think the next century will be the century of biotechnology. Therefore, many biotechnology books and papers have been published and biotechnology information found on the Internet is abundant. However, there are few biotechnology-learning systems designed for children. Thus, we designed an interactive, simple, varied and interesting learning system of biotechnology for children. The system is divided into six modules: cloning of a lamb, test tube babies, human genome, genetic analysis, eukaryotic cells and games. The design of the system integrates multimedia sound and light effects based on an interactive learning concept. It provides various simulated scenarios and the entire learning content is diversified and efficient.

Keywords: Biotechnology, Life duplication, Genetic engineering, Multimedia, Computer assisted instruction

1. Introduction Biotechnology is developing

continually, while mankind starts to apply and improve biological resources in order to improve the well-being of all mankind. The terminology “biotechnology” has been one of the most popular topics in recent decades, particularly since the birth of a test-tube baby in 1978 [1] and the cloned sheep, Dolly, in 1997 [2]. The recent blood authentication process used to check relationships in families is based on analyzing the DNA, and has brought much attention and respect from many people; even pupils recognize this trend. They raise questions related to biotechnology, such as what is a test-tube baby? Am I a test-tube baby? Could we clone a dinosaur? Could we reproduce other creatures that are already extinct, just like in the movie “Jurassic Park”? Indeed the range of biotechnology is extensive, in viewpoint of the fundamental science. There are all kinds of relevant knowledge of biological chemistry and engineering in its application and development.

Biotechnological achievements are

cornerstones for human civilization. Many biotechnological products are daily necessities of life, such as medical treatment, health care, and food products [3]. Amongst the most important techniques in genetic engineering is the manipulation of biochemical reactions within the complicated and diverse genes of creatures and to

International Journal of The Computer, the Internet and Management Vol. 13.No.3 (September-December, 2005) pp 33-44 35

Li-Yeh Chuang and Cheng-Hong Yang

transformation of these various genes. For instance, human genes can be transformed into bacterial cells. This kind of operation is very simple, inexpensive, although sophisticated and precise equipment is needed. Genetic engineering has been applied in the research and development of products in medicine, medical diagnosis, and animal/plant reproduction on a large scale since 1980. Even though biological resources exclusively used, unknown side effects also appeared upon transforming genes permanently, and careful attention to this technique is mandated [4]. It is believed that the next century is the century of the computer and biotechnology. A future master of the 21st century should understand science that develops at an extremely fast speed at present time, as well as the implications biotechnological technology causes. In this study, a multimedia system of CAI techniques in teaching biotechnology are developed. Based on interactive learning concepts, the system integrates multimedia sound/light effects, provides various simulated scenarios, and ensures diversified and efficient learning content.

In section two, the study’s purpose will

be briefly introduced, and in section three various relevant studies will be discussed. Section four explains multimedia and functions of the system. Section five contains the evaluation of the learning effects of this system and section six contains a discussion and conclusion.

2. Purpose

Understanding the importance of

biotechnology and its applications is necessary for people living in a time where information technology develops rapidly. A detailed recognition of biotechnology has to be provided for pupils and even for adults that do not understand biological science. This study introduces a system with

understandable animations and illustrations, and a detailed language explanation. The operational interface is user friendly and the multimedia-teaching concept is full of educational learning effects. The design changes abstract biological knowledge into games with a high entertainment value. An appealing voice explains each moving image and explanations are no longer stiff and boring. The system has been introduced in the Information Month for Children in 2001 and a relevant evaluation of its learning effects was conducted during the period.

3. Literatures

Many educational experts and scholars

have acknowledged learning effects from computerized multimedia supplementary teaching [5,6]. The applications of multimedia are too numerous to be listed, but a select few should be highlighted here. For instance, there is a report of an “E-Class” in chemical oxidation-reduction published by a study group of Prof. Ong Rong-yuan of Providence University in 2001. In his study, the effects of situated learning and non-situated learning are compared. He recognized that the effect of situated learning is better than non-situated learning [7]. Another report, titled “Fraction and Decimals ”, used 3rd grades in primary school as test subjects and was conducted by Prof. Chan Hsun-guo in math/science education at the National Pingtung Teachers College in 2002. The learning effects had no obvious difference, but most of the students could accept the CAI learning environment [8]. The report “E-teaching in English at Primary School” was published by Prof. Her Der-hua of the English Dept. at Providence University in 2001. He evaluated the learning effects of pupils at the 5th grade and noticed that students show a high interest in participating in teaching activities, and give positive responses in on-line examinations [9]. The report “Computerized

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The Development of Multimedia Courseware for Biotechnology

Duruitru in 1999 and a computerized language learning program designed by El-Khouly in 2000 were all teaching methods that were very useful for students [12, 13].

Supplementary Teaching in Chinese at Primary school” run by the study group of Prof. Sun Chang-tian at National Tainan Teachers College in 2002 showed that this kind of learning method is superior to the traditional teaching methods [10].

Integrated literature reports showed

that most of the targets of supplementary learning are students at colleges/universities. The teaching system for pupils at primary schools and junior high school should be focused on language, math, computer, music and arts. Consequently, a improved teaching system for biotechnology is absolutely necessary.

There are also reports from other

countries, such as the teaching software of computerized axial tomography (CAT) scan that was used by students at a college of medicine by Barros in 2001; its learning effects are extremely high [11]. A supplementary system of laser dynamics through multimedia teaching designed by

International Journal of The Computer, the Internet and Management Vol. 13.No.3 (September-December, 2005) pp 33-44 37

Li-Yeh Chuang and Cheng-Hong Yang

4. Method Highly entertaining games are

incorporated into the system. An appealing voice explains each image and explanations are interesting. The collated information was collected from networks, books, and magazines. Professionals, established companies, and newspaper editors are also consultants for the games. All information is up-to-date and accurate. After collating by editors, information is based on relevant connections and is distributed in separate unit. This method not only strengthens the learning effects of students, but also builds a system of consulting information through designed discs. Interaction is excellent and in each unit the operational process is described completely. Learning motivation for pupils is largely enhanced. Problems caused in traditional teaching, such as boring learning material, incomplete information and interaction between teacher and pupil are all solved in this system.

There are six units in the system

framework shown in Figure 1. These comprise five teaching units and one intellective game. Interactive multimedia is applied in this system. Teaching activities are designed via moving images (Figure 2). Each unit is described below:

(1) The world of Dolly (the cloned

sheep): This unit describes how the cloned sheep Dolly was born; the steps of cloning and the mystery of the clones, i.e. who is the parent etc. (Figure 3)

(2) Test-tube babies: Introducing the procedure of creating a test-tube baby, includes features introducing test-tube fertility, cultivation fertility, fission, embedding into the womb, and growth processes etc. (Figure 4)

(3) Human genome: Introducing the external form and function of the 23 chromosomes, i.e. the 46 autosomes.

Diagrammatic curves and speech are used. The contents include interpretation of genes; the function of the genome and chromosomes and the concept of DNA (Figure 5).

(4) Comparison and examination of DNA: There are three small units involved in this section, in which the functions and application of DNA are introduced. The contents include: evidence from a little tiny stuff, the electrophoresis, the unique life code (Figure 6), the comparison of chromosomes and the power of PCR.

(5) The eukaryotic cell: The structures of animal/plant cells, and their differences are compared (Figure 7).

(6) The playground: There are three different games involved in this section, in which users are able to review and check their learning efficiency.

a) Jigsaw Puzzle: Nine differently ranked graphs of genes can be selected in this game and its fragments can be reorganized. The dispersed level of fragments will be diverse based on its difficulty. If the user can complete the target within a time frame, the difficulty of the game can be raised, so that the category set for training can be reached.

b) Gene matching: this is an intellective game between the user and computer. The user has to guess the correct rank of chromosomes that are set by the computer one by one based on a clue given by the computer within a period and then beat the computer. The concept of ranked chromosomes will be learned in this game.

c) The Sharp-eyed and Quick Moving: it trains the reaction and concentration of the user. The user has to concentrate on the creature’s pattern that appears on screen and make a correct judgment.

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Li-Yeh Chuang and Cheng-Hong Yang

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The Development of Multimedia Courseware for Biotechnology

5. Discussion and conclusion

The system was shown during the

Information Month for Children in 2001 in Taipei and 60 pupils and 30 parents or teachers were chosen as test subjects. The survey contents include personal information and various evaluations of the system, such as the design of the homepage, course content, animated graphs, language and

sound effects, interface operation, game design, and the general effects. The survey showed that pupils gave very high marks for the design of the games while parents or teachers were interested in the design of the course content. More than 90% of the learners and parents gave positive responses to the biotechnology and 95% of students love this system (Table 1).

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Li-Yeh Chuang and Cheng-Hong Yang

In addition to the survey of this system,

a learning evaluation of 20 pupils was also conducted. The contents of the test include 10 biotechnology-related questions that were tested before and after using the system. The result showed that this system could indeed

increase the knowledge of biotechnology, yet due to the personal difference (the age, personality, computer knowledge and diversified personal background of creature) the learning effects and required time are diverse (Table 2).

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The Development of Multimedia Courseware for Biotechnology

This system is focused on the instructio

n of the latest biotechnology knowledge. This includes the inheritance of life, the principle and application of cloning and genetic engineering. It combines the knowledge and information of biotechnology into the system and provides pupils with a richer learning content. Furthermore, pupils who participated in the software design also acquired the chance of dealing with the production as well as the relevant knowledge of life sciences.

When this system was displayed in the

Information Month for Children in 2001, it received numerous affirmations from experts and scholars. The survey result showed that this system received many compliments from pupils and parents. The system provides rich relevant biotechnology information with the collocation of funny and interesting intellective games. After editing, categorizing and simplification by professionals the learning demands requested by all users (pupils) are distributed in different units; this not only is the supplementary teaching material, but also the consulting data. This system elucidates an

International Journal of The Computer, the Internet and Management Vol. 13.No.3 (September-December, 2005) pp 33-44 43

Li-Yeh Chuang and Cheng-Hong Yang

excellent teachers/pupils interaction. It discards traditional stiff teaching methods. This system increases the learning willingness of a user and at the same time enhances the learning effects. The system provides clearer knowledge in the field of biotechnology, which allows the interests of pupils towards the relevant information to be advanced. They can understand the change and contribution that biotechnology has brought on society and the purposeful and entertaining education is provided.

Acknowledgement

This research was supported by the

National Science Council, R.O.C., under grant NSC 89-2515-S-214-002.

References [1] Joseph L. G. (2001). “Laskers for 2001:

Knockout mice and test-tube babies”. Nature Medicine. 7: 10. 1079-1080

[2] Dr. Wilmut, I., Schnieke, A.E., McWhir, J., Kind, A.J. & Campbell, K.H.S (1997). “Viable offspring derived from fetal and adult mammalian cells”. Nature. 385. 810-813.

[3] Barnum (1998), Biotechnology: An Introduction, Wei Ming Book Co. LTD, Taiwan

[4] Glick (1998), Molecular Biotechnology, Wei Ming Book Co., LTD, Taiwan.

[5] Burgstahler, S. (1997), Web-Based Instruction, Englewood Cliffs, N.J., Educational Technology Publication, Inc.

[6] Dempsey, J. V. & Scales, G. C. (1993), Interactive Instruction and Feedback, Educational Technology Publications, N. J.

[7] Lee, Taifang (2001), “The Study and Application on Web Based Situated Learning of Oxidation-Reduction Reaction”, Dept. of Chemistry, Providence University.

[8] Chen, Chien-An (2001), “The Learning achievements in third grade for the fraction and decimal by Nosing Computer Assisted Instruction”, M. S. Thesis, Dept. of Mathematics, National Pingtung Teachers College.

[9] Hwang, Lung-Chin (2002), “Designing and Integrating Web-Based Instruction Courses into Children’s English Learning”, M. S. Thesis, Dept. of English Literature, Providence University.

[10] Wu, Len-Ker (2002) “Development and Evaluation of a Web-Based Learning System for Chinese Course”, M. S. Thesis, Dept. of Information Education, Providence University..

[11] Barros, N.C.J, Rodrigues, A. J. Rodrigues, Jr, M.A. De Negri Germano, and G..G.Cerri (2001). “The Value of Teaching Sectional Anatomy to Improve CT Scan Interpretation”. 14, 36-41.

[12] Dumitru, V. Ninuleseu, P. E. Sterian, and Mr. Piscureanu (1999). Computer Aided Institution in Laser Dynamics. 121-122, 583-585.

[13] El-Khouly, M. M, B. H. Far and Z. Koono (2000). “Expert Tutoring System for 12 Teaching Computer Programming Languages”, Expert Systems with Applications. 18, 27-32.

[14] Kornberg, A. and Baker, T. A. (1992) DNA Replication. 2nd edition. W.H. Freeman and Company. New York.

[15] Draper, S. W., Browm. M. I., Henderson. F. P. and McNteer. E. (1996) “Integrative evaluation: an emerging role for classroom studies of CAL”. Computer & Education. 26(13). 17-13.

[16] Calza, R. E. and Meade, J. T. (1998) “The GenTechnique project: developing an open environment for learning molecular genetics”. Computers & Education. 30(1-2). 117-123.

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