Developing Online Preparatory Modules for Biochemistry Laboratory Classes Using Constructivist Learning Theories

Barbara J. Hadley; Nicole B. Reinke; Helen M. Massa; Mary Kynn; Mary-Ann Shuker; Kim Cartwright; Yuri Banens; Jennifer C. Wilson

doi:10.1177/00472395251351991

Back

Developing Online Preparatory Modules for Biochemistry Laboratory Classes Using Constructivist Learning Theories

Journal article

Open access

Peer reviewed

Developing Online Preparatory Modules for Biochemistry Laboratory Classes Using Constructivist Learning Theories

Barbara J. Hadley, Nicole B. Reinke, Helen M. Massa, Mary Kynn, Mary-Ann Shuker, Kim Cartwright, Yuri Banens and Jennifer C. Wilson

Journal of Educational Technology Systems, Vol.54(2), pp.477-505

2025

DOI: https://doi.org/10.1177/00472395251351991

Files and links (1)

pdf

hadley-et-al-2025-developing-online-preparatory-modules-for-biochemistry-laboratory-classes-using-constructivist1.88 MBDownload View

Published Version Open Access CC BY V4.0

Abstract

biochemistry

online education

laboratory

learning technologies

constructivist learning theories

engagement

labortory preparation

Biochemistry lab classes help students connect theory to real-world applications and develop practical, collaborative, and higher-order thinking skills. However, many students are unprepared, spending class time on protocols and equipment instead of higher-order learning. To improve preparation, digital gamified modules were created to replace traditional laboratory workbooks for a second-year biochemistry course (n = 149), using constructivist theories and gamification to enhance participation and learning. These modules provided a logical sequence of information and activities. Student engagement and perceptions were positive, finding the modules impactful, enjoyable and effective for lab preparation. Staff noted improved student attitudes, elevated performance, and fewer equipment breakages compared to previous cohorts. Insights from the module design and feedback will guide future technology-enhanced preparations for complex workplace environments. This study aimed to determine whether replacing paper pre-lab workbooks with interactive, gamified digital modules would improve second-year biochemistry students’ readiness, engagement, and in-lab performance.

Details

Title: Developing Online Preparatory Modules for Biochemistry Laboratory Classes Using Constructivist Learning Theories
Authors: Barbara J. Hadley (Corresponding Author) - Griffith University
Nicole B. Reinke - University of the Sunshine Coast, Queensland, School of Health - Biomedicine
Helen M. Massa - Griffith University
Mary Kynn - Edith Cowan University
Mary-Ann Shuker - Griffith University
Kim Cartwright - Griffith University
Yuri Banens - Griffith University
Jennifer C. Wilson - Griffith University
Publication details: Journal of Educational Technology Systems, Vol.54(2), pp.477-505
Publisher: Sage Publications, Inc.
Date published: 2025
DOI: 10.1177/00472395251351991
ISSN: 1541-3810
Copyright note: © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
Organisation Unit: School of Health - Biomedicine
Language: English
Record Identifier: 991144235002621
Output Type: Journal article

Metrics

27 Record Views