Gamifying critical reading through a genome annotation intercollegiate competition

 

Ivan Erill, Steven Caruso, & James C. Hu

Tested Studies in Laboratory Teaching, 2018, Volume 39

Supplemental Materials:

Abstract

This workshop explores the use of a web-based inter-collegiate competition to perform Gene Ontology annotation of gene products in sequenced genomes as a tool to motivate and focus students’ reading and critical assessment of primary scientific literature while performing a useful task for the scientific community. Students work in teams to generate and peer review gene annotations. The combination of team-based peer competition with a highly structured and publicly-accountable annotation process enhances student involvement and discussion, provides well-defined guidelines for critical reading of primary literature, and engages students in thinking about evidence and source identification in scientific statements.

Keywords:  online, competition, peer review, gene ontology, team-based learning, critical thinking, critical reading, primary literature

University of Wisconsin, Madison (2017)