On the relation between learning, teaching, science and games. Presentation for the course on simulation in medical pedagogy at Paris Descartes university.
Games Workshop for the CTU Doctoral Symposium by Calongne 2014Cynthia Calongne
This games workshop introduces a variety of game genres, game design features and the tools used to play games. It examines live game streaming and a few of the games for change, including FoldIt and Re-Mission, and highlights from Jane McGonigal's research. The session closes with images from CTU student-designed games and notes a few references for additional information.
On the relation between learning, teaching, science and games. Presentation for the course on simulation in medical pedagogy at Paris Descartes university.
Games Workshop for the CTU Doctoral Symposium by Calongne 2014Cynthia Calongne
This games workshop introduces a variety of game genres, game design features and the tools used to play games. It examines live game streaming and a few of the games for change, including FoldIt and Re-Mission, and highlights from Jane McGonigal's research. The session closes with images from CTU student-designed games and notes a few references for additional information.
NITLE Shared Academics - Gamification: Theory and Applications in the Liberal...NITLE
Ten years ago, Beni Balak, associate professor of economics at Rollins College, began using computer games in his classes. As a long-time computer gamer turned professor, he had observed that many of the best practices in pedagogical research were adopted by the electronic game industry. Today, the electronic game industry leads the entertainment sector economy with $70+ billion in annual sales, influencing the economy, culture, and learning. While some teachers remain skeptical about the value of video and computer games in education, over the past decade, a body of theoretical and applied pedagogical work on the use of games as teaching tools has emerged. Gamification in higher education generally refers to video and computer games and involves two related, but distinct approaches: using games as teaching tools and structuring entire courses as games.
In this seminar, Balak identified the principles he employed and the specific structures of the courses he has gamified both using games (i.e., Civilization and World of Warcraft) as well as, more recently, gamifying the curriculum. Beyond the fundamental changes he made to the syllabi and the grading structure, he is beta-testing a learning management system (LMS) specifically designed for this purpose. In this seminar, he shared his progress developing a gamified course structure, how it engages students and accelerates learning, as well as the difficulties he has encountered as he continues to explore the potential of games in the liberal arts.
Celebrating the Reality of Inclusive STEM Education: Co-Teaching in Science a...Kelly Grillo
Recently, co-teaching in science and mathematics has largely been the result of accountability. Increased numbers of students with special needs placed in general education mathematics and science classrooms challenges educators to jointly deliver instruction to all students. This session provides practical tips aimed at inclusive science and mathematics learning outcomes.
An approach to problem solving and solution building that includes games, serious games, gamification and more. This slideshare introduces the topic in a simple way.
Building a massive biomedical knowledge graph with citizen scienceBenjamin Good
The life sciences are faced with a rapidly growing array of technologies for measuring the molecular states of living things. From sequencing platforms that can assemble the complete genome sequence of a complex organism involving billions of nucleotides in a few days to imaging systems that can just as rapidly churn out millions of snapshots of cells, biology is truly faced with a data deluge. To translate this information into new knowledge that can guide the search for new medicines, biomedical researchers increasingly need to build on the existing knowledge of the broad community. Prior knowledge can help guide searches through the masses of new data. Unfortunately, most biomedical knowledge is represented solely in the text of journal articles. Given that more than a million such articles are published every year, the challenge of using this knowledge effectively is substantial. Ideally, knowledge such as the interrelations between genes, drugs and diseases would be represented in a knowledge graph that enabled queries like: “show me all the genes related to this disease or related to any drugs used to treat this disease”. Systems exist that attempt to extract this information automatically from text, but the quality of their output remains far below what can be obtained by human readers. We are developing a new platform that taps the language comprehension abilities of citizen scientists to help excavate a queryable knowledge graph from the biomedical literature. In proof-of-concept experiments, we have demonstrated that lay-people are capable of extracting meaningful information from complex biological text. The information extracted using this community intelligence framework can surpass the efforts of individual experts in quality while also offering the potential to achieve massive scale. In this presentation we will describe the results of early experiments and introduce our prototype citizen science platform: http://mark2cure.org.
ABSTRACT
Witnessing a process of renewal and innovation in the Spanish university system. With the entry into force of the European Higher Education Area (EHEA) will be major changes not only in the formation process of university degrees, but also in the approach to teaching-learning methodologies to develop basic skills in Spanish professional future. From this perspective the introduction of participatory social character in the classroom can foster meaningful learning, developing skills for self-learning and allow new possibilities for development of teaching. All this, restart innovative learning processes in students and their teachers, causing them to exceed the traditional college class. This communication presents some thoughts on participatory methodologies and techniques or tools for their applicability to university students, with a view to full membership of the European Higher Education Area. Also shown are some limitations and overcome them in the Spanish university context
NITLE Shared Academics - Gamification: Theory and Applications in the Liberal...NITLE
Ten years ago, Beni Balak, associate professor of economics at Rollins College, began using computer games in his classes. As a long-time computer gamer turned professor, he had observed that many of the best practices in pedagogical research were adopted by the electronic game industry. Today, the electronic game industry leads the entertainment sector economy with $70+ billion in annual sales, influencing the economy, culture, and learning. While some teachers remain skeptical about the value of video and computer games in education, over the past decade, a body of theoretical and applied pedagogical work on the use of games as teaching tools has emerged. Gamification in higher education generally refers to video and computer games and involves two related, but distinct approaches: using games as teaching tools and structuring entire courses as games.
In this seminar, Balak identified the principles he employed and the specific structures of the courses he has gamified both using games (i.e., Civilization and World of Warcraft) as well as, more recently, gamifying the curriculum. Beyond the fundamental changes he made to the syllabi and the grading structure, he is beta-testing a learning management system (LMS) specifically designed for this purpose. In this seminar, he shared his progress developing a gamified course structure, how it engages students and accelerates learning, as well as the difficulties he has encountered as he continues to explore the potential of games in the liberal arts.
Celebrating the Reality of Inclusive STEM Education: Co-Teaching in Science a...Kelly Grillo
Recently, co-teaching in science and mathematics has largely been the result of accountability. Increased numbers of students with special needs placed in general education mathematics and science classrooms challenges educators to jointly deliver instruction to all students. This session provides practical tips aimed at inclusive science and mathematics learning outcomes.
An approach to problem solving and solution building that includes games, serious games, gamification and more. This slideshare introduces the topic in a simple way.
Building a massive biomedical knowledge graph with citizen scienceBenjamin Good
The life sciences are faced with a rapidly growing array of technologies for measuring the molecular states of living things. From sequencing platforms that can assemble the complete genome sequence of a complex organism involving billions of nucleotides in a few days to imaging systems that can just as rapidly churn out millions of snapshots of cells, biology is truly faced with a data deluge. To translate this information into new knowledge that can guide the search for new medicines, biomedical researchers increasingly need to build on the existing knowledge of the broad community. Prior knowledge can help guide searches through the masses of new data. Unfortunately, most biomedical knowledge is represented solely in the text of journal articles. Given that more than a million such articles are published every year, the challenge of using this knowledge effectively is substantial. Ideally, knowledge such as the interrelations between genes, drugs and diseases would be represented in a knowledge graph that enabled queries like: “show me all the genes related to this disease or related to any drugs used to treat this disease”. Systems exist that attempt to extract this information automatically from text, but the quality of their output remains far below what can be obtained by human readers. We are developing a new platform that taps the language comprehension abilities of citizen scientists to help excavate a queryable knowledge graph from the biomedical literature. In proof-of-concept experiments, we have demonstrated that lay-people are capable of extracting meaningful information from complex biological text. The information extracted using this community intelligence framework can surpass the efforts of individual experts in quality while also offering the potential to achieve massive scale. In this presentation we will describe the results of early experiments and introduce our prototype citizen science platform: http://mark2cure.org.
ABSTRACT
Witnessing a process of renewal and innovation in the Spanish university system. With the entry into force of the European Higher Education Area (EHEA) will be major changes not only in the formation process of university degrees, but also in the approach to teaching-learning methodologies to develop basic skills in Spanish professional future. From this perspective the introduction of participatory social character in the classroom can foster meaningful learning, developing skills for self-learning and allow new possibilities for development of teaching. All this, restart innovative learning processes in students and their teachers, causing them to exceed the traditional college class. This communication presents some thoughts on participatory methodologies and techniques or tools for their applicability to university students, with a view to full membership of the European Higher Education Area. Also shown are some limitations and overcome them in the Spanish university context
A video game that teaches biology and chemistry, cell biology and nanotechnology... Immune Defense is a real time strategy game. Designed to engage 16 year old students, Immune Defense is fun for ages 10 through 110. Designed upon data about what makes people confident with molecular biology, Immune Defense is also designed to be engaging to a broad audience (casual/midcore game style). Added to this talk are 4 slides of learning objectives and how they are presented in the game.
If you are an indie game developer, like many people in our DC chapter of the IGDA, you may wonder about learning games, or as I like to call them, reality games. There are reasons for and against making a reality game: you may find funding or interest in your game from people or groups who work in the same field as your game... there is an association or a research group for every topic! Federal grants are discussed as well as the role an indie game developer can play as part of the larger team that is necessary to win a (US) Federal grant.
See my site for a link to my peer reviewed paper or to contact me! www.MolecularJig.com/research
Play to Learn: Using Games and Gamification to Drive Learner Engagement and L...Karl Kapp
Games are powerful tools for crafting learning solutions that engage, motivate and reinforce key skills and techniques. Instructional designers, training managers and anyone tasked with creating learning events needs to seriously consider implementing games into their learning toolkit.
-Examine the required tradeoffs, discover how to add the game elements of challenge and story to training events and learn how the combination of fantasy and branching story techniques leads to real learning outcomes.
-Learn how an underlying competency model can be used to evaluate the effectiveness of the learners’ game play by providing feedback to improve their performance in the field.
-Examine the games elements that are so compelling for learning and engagementLearn how to think like a game designer when approaching your learning content
-Discover the link between game elements and specific learning outcomes
A talk I gave at the Science Communication Conference 2011. For more information see the blog post at http://marthasadie.wordpress.com/2011/05/25/gaming-science-scientific-games-my-scc2011-talk-scc2011/
Gamification is an important movement in business management, but also in higher education. Projects like the GradeCraft LMS, funded at $1.8 million dollars at U of M, demonstrate that designing student experience in learning is a top priority for major educational institutions. Considering enrollment limitations and changes in population profiles, motivating students into program completion and into high employability STEM programs may provide a competitive edge for academic organizations. Before switching to a fully gamified LMS, faculty, designers, and administrators should consider the capacity in Blackboard Learn to support gameful pedagogy. Gamification has the potential to motivate both the students and the faculty, especially in introductory courses.
Resources for teachers: teaching game making and using games in classrooms. More resources and links at:
http://michelleaubrecht.net/eTech_Resources.html
In this talk we will introduce serious games as games which purpose is not only amusement and can be effectively used for educational or training purposes. This kind of games are also frequently named as educational games or even as game-like simulations. We will describe the general characteristics of serious games and how they are used in several domains (e.g. military, medicine), describing their main advantages (e.g. engagement, student motivation) and some of the shortcomings that prevent a wider generalization in educational settings (e.g. cost, deployment). We will also describe new emerging trends in the field of serious games such as gaming for solving scientific problems or how the application of learning analytics techniques can improve and simplify serious games application in different domains.
Presentation of virtual and augmented reality solutions developped to interact with molecules shown at the 'games, VR and education day' organized by Games4change europe
Illustration de l'utilisation du jeu dans l'enseignement.
Image réalisée a partir de deux images:
- jeu de go par Sampi Col (CC-BY-SA)
- http://pixabay.com/fr/enseignant-%C3%A9tudiants-ecoliers-158711/ (CC0)
Feuille permettant l'évaluation par les pairs et auto-évaluation des séances de discussion/argumentation en groupe dans le cadre d'une classe inversée.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. What are the links between
science and games
● Learning from games
● Teaching with games
● Scientific discovery games
3. Games and learning
● Found in nature as a way to learn
(i.e. selected by evolution)
● Used for learning historicaly
(e.g. war games in China)
4. How does it work?
● Feedback loop
● Effect of uncertainty
http://link.springer.com/article/10.1007/s11251-008-9073-6#page-1
http://www.sciencedirect.com/science/article/pii/S0360131513000481
http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0103640#pone-0103640-g004
5. Effects of games on the brain
● Increasing Speed of Processing With Action Video Games
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2871325/
● Gaming improves multitasking skills
http://www.nature.com/news/gaming-improves-multitasking-skills-1.13674
● Action Video Games Sharpen Vision
http://www.rochester.edu/news/show.php?id=2764
● “Real-Time Strategy Game Training: Emergence of a Cognitive Flexibility Trait”
http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0070350
6. Can we learn useful things in a game
"I put my qualifications on my resume when I apply for jobs," Gillett said. "Here's my guild. Here's my
ranking. Here's my biggest online achievement. Some people look at it and say, 'What the hell is this?'
And others will be like, 'That's exactly what I'm looking for.'"
http://money.cnn.com/2014/06/19/technology/world-of-warcraft-resume/
Learning tecnical skills:
“TEENAGE GAMERS ARE BETTER AT VIRTUAL SURGERY THAN MDS”
http://www.popsci.com/gadgets/article/2012-11/teenage-gamers-are-better-virtual-surgery-medical-
professionals
7. GAMES AND TEACHING
● Many exemples of the use of non scientific
games in teaching
● Use of games to teach science, including at
the university level [our focus]
9. Teaching with games
“The use of educational games within learning
environments raises motivation, increases
interest in the subject matter, intensifies
information retention, encourages
collaboration, and improves problem-solving
skills.” Schneider, Maria Victoria, and Rafael C. Jimenez. "Teaching the
fundamentals of biological data integration using classroom
games." PLoS computational biology 8.12 (2012)
Quoting: Michael D, Chen S (2006) Serious games: games that
10. Games can be used to
teach
Stegman, Melanie. "Immune Attack players perform better on a
test of cellular immunology and self confidence than their
classmates who play a control video game." Faraday Discuss 169
Immune Attack
http://ImmuneDefenseGame.com
• High school students
• First person shooter
game
• Significantly improves
understanding of
concepts in immunology
11. Educational games
Game Purpose
The DAS game Teaching data integration in bioinformatics
(in person, not online)
The Bioinformatics
Game
Introducing protein sequence and structure (mobile)
4bases Introduce DNA sequencing (mobile)
MAX5 Introduction to sequence comparisons with BLAST, concepts in distributed
computing. High school.
15. MAX5
• Goal: introduce the concepts and purposes of DNA
sequence comparisons (BLAST) and distributed
computing to high school students
• First person game set in 3-d world beset by an influenza
pandemic.
• http://gamestem.com/portfolio/max5-storyline-1/
Perry, Daniel, et al. "Human centered game design for bioinformatics and
cyberinfrastructure learning." Proceedings of the Conference on Extreme
Science and Engineering Discovery Environment: Gateway to Discovery. ACM,
2013.
23. MAX5, TBG, 4Bases,…
Plusses
• Useful introductions.
• Useful for recruiting.
Minuses
• Very high-level –
shallow learning.
24. Bioinformatics education games
Game Purpose
Foldit Protein folding
Phylo, Fraxinus Multiple Sequence Alignment
EteRNA RNA structure design
EyeWire Neuron image tracing
MalariaSpot, MOLT Blood cell phenotyping
Dizeez Gene-disease annotation
Genes in Space Copy Number Variation detection
The Cure Biomarker selection for breast cancer survival prediction
• All examples of gamifying tasks in
bioinformatics.
• None built for the purpose of education!
25. Genes in Space
• Fly a spaceship
• (oh by the way you are
helping cancer
research)
• 300,000 downloads 3
months..
• Cancer UK project.
27. Classroom uses
• The Cure story (Antoine Taly) http:
//tinyurl.com/talycure
• Goal: understand the concept of
Biomarkers
1. Watch short video
2. Play The Cure game (involves picking
genes useful for predicting breast
cancer survival)
3. Create custom predictive decision
28. Use of games/gamification in
bioinformatics education
Expressivity: Number and depth of learnable concepts
Fun
Benefits:
recruiting,
Rosalind.info
CACAO
Gamified: badges,
leaderboards, levelsLecture
course:
Typically no
game
elements
Classroom
The
Cure Foldit
Phylo
Max5
Game: you “play it”,
learning more
implicit, purposes
aside from education
Genes in
Space
EteRNA
Holy Grail
?
Cost $$
Cost $$
29. Finding educational
bioinformatics games
• http://www.sciencegamecenter.org/
• Lists about 95 games related to science
• 57 are tagged with “biology”
• 2 with “computer science”
• None focus on bioinformatics learning
objectives.
Melanie Stegman
Federation of American
30. Games with science inside
● Termitia
http://science-animation.tumblr.com/post/65611682883/retour-sur-les-premiers-mois-de-termitia-un-jeu
35. Seth Cooper, Firas Khatib, Adrien Treuille, Janos Barbero, Jeehyung Lee, Michael Beenen, Andrew Leaver-Fay, David Baker, Zoran Popović, Foldit players (2010).
Predicting protein structures with a multiplayer online game. Nature 446 p. 756-760, 05 August 2010.
Faire mieux qu'un ordinateur
36. What makes the players good?
→ strategy
Seth Cooper, Firas Khatib, Adrien Treuille, Janos Barbero, Jeehyung Lee, Michael Beenen, Andrew Leaver-Fay, David Baker, Zoran Popović, Foldit players (2010).
Predicting protein structures with a multiplayer online game. Nature 446 p. 756-760, 05 August 2010.
37. What makes the players good?
→ strategy
Seth Cooper, Firas Khatib, Adrien Treuille, Janos Barbero, Jeehyung Lee, Michael Beenen, Andrew Leaver-Fay, David Baker, Zoran Popović, Foldit players (2010).
Predicting protein structures with a multiplayer online game. Nature 446 p. 756-760, 05 August 2010.
38. Foldit players come from many
backgrounds
Top 50 players
Busn/finance/legal
largest group..
Majority have no training in
biochemistry
Cooper, Seth, et al. "Predicting protein structures with a
multiplayer online game." Nature 466.7307 (2010): 756-760.
46. GENE SET OVERLAPS, SOME BUT NOT MUCH
http://bioinformatics.psb.ugent.be/webtools/Venn/
“Expert Gene Set”
47. CLASSIFIER PERFORMANCE WITH DIFFERENT
GENE GROUPS, DIFFERENT DATASETS
X-axis Test Set performance
Griffith 2013 data
Y-axis Test Set performance
Metabric training Oslo Test
Only difference between points,
are the genes used to build SVM
classifier
10 year survival
Yes
No
“Expert Gene Set”
52. Figure 3. Statistics on the performance of players as a function of the number of sequence in the puzzle.
Kawrykow A, Roumanis G, Kam A, Kwak D, Leung C, et al. (2012) Phylo: A Citizen Science Approach for Improving Multiple Sequence
Alignment. PLoS ONE 7(3): e31362. doi:10.1371/journal.pone.0031362
http://127.0.0.1:8081/plosone/article?id=info:doi/10.1371/journal.pone.0031362
53. Open-Phylo crowd-computing system. (1) Scientists upload their sequences to the database, validate the alignment puzzles built by the
system (See green box in the data administration interface), or select new ones. (2) The same users monitor the progress of the crowd in
improving their alignments, close puzzles, open new puzzles and finally (3) download the best solutions. The crowd-computing engine is powered
by (a) many casual gamers playing classic puzzles and (b) a smaller number of experienced players, who have access to larger and more difficult
puzzles. Kwak et al. Genome Biology 2013 14:R116 doi:10.1186/gb-2013-14-10-r116
Open Phylo
54. Open Phylo
Performance of Open-Phylo using the casual or expert version of the Phylo video game. Ratio of puzzles improved by Open-Phylo for the scoring functions
Ancestor (top left), MUSCLE (top right), GUIDANCE (bottom right) and T-Coffee (bottom left). The alignment program used to calculate the initial MSAs is indicated
on the axis of the radar charts: Multiz (north), MUSCLE (west), PRANK (south) and T-Coffee (east). The area surrounded by a blue line corresponds to the
performance achieved with the casual puzzles only, while the area surrounded by a red line indicates the performance of the expert version only. The area
surrounded by a dashed green line shows the ratio of alignments improved by either the classic or expert version. Kwak et al. Genome Biology 2013 14:R116 doi:
10.1186/gb-2013-14-10-r116
55. Acknowledgments
● Ben Good for many interactions and slides (slides with black background):
http://fr.slideshare.net/goodb/serious-games-for-bioinformatics-education-ismb-2014-education-workshop
http://fr.slideshare.net/goodb/good-ben-rocky2013games
● Students a FDV who tested the use of games in class