Eddie Joo presents 'Modifiable Resources and Game-Based Learning', March 3

Eddie Joo, a MS candidate in biology, will present 'Modifiable Resources and Game-Based Learning: Transforming Education Together' on March 3.

Abstract

Co-creation is an educational pedagogical approach that enhances teaching and learning by fostering collaboration between instructors and students. Rooted in principles of shared responsibility, student voice, and representational justice, co-creation challenges traditional hierarchical roles by positioning students as active contributors rather than passive recipients of knowledge. In an open pedagogy context, this approach can include the development of sustainable assignments such as Open Educational Resources, which transcend disposable tasks and serve as lasting resources for future learners. Within this framework, students generate content while instructors provide disciplinary oversight to ensure scientific accuracy and rigor. When effectively implemented, co-creation promotes greater engagement, inclusivity, metacognitive development, and stronger student-instructor relationships.

This study explores co-creation through two complementary implementations in upper-division physiology courses at the University of Alaska Anchorage. The first involves the development of a student-instructor co-authored Open Educational Resource, and the second assesses a co-created, gamified Jeopardy-style review activity. To evaluate the impact of the Open Educational Resources, we analyzed accuracy and confidence on a pre-quiz covering homeostasis, administered in BIOLA310: Principles of Animal Physiology across four fall semesters (2021-2024). In 2021, students used an instructor-curated resource document; from 2022 onward, the co-created Open Educational Resources was utilized. Pre-quiz responses (N = 1,485 from 137 students) were collected via Qualtrics, with confidence ratings recorded for each of 10 items. Student access to the Open Educational Resources during the pre-quiz window was tracked using Koko Analytics (Pressbooks), and grading contracts were reviewed for evidence of metacognitive growth. Across cohorts, average confidence levels declined from 2021 to 2024, with post-hoc Tukey tests indicating significant decreases between 2021 and both 2023 and 2024. These findings suggest a decline in the alignment between confidence and accuracy over time, although this trend cannot be solely attributed to Open Educational Resources implementation. The results highlight the importance of integrating structured metacognitive support alongside resource adoption.

Additionally, we evaluated a graduate-led, co-created Jeopardy review activity, implemented as a summative learning experience in BIOLA310 and BIOLA413 (Neurophysiology). Forty students participated, with 19 completing an anonymous post-intervention survey. Students collaboratively developed topics and questions aligned with core course concepts and engaged in team-based gameplay, culminating in the construction and explanation of a complex physiological feedback loop. Survey data assessed perceived effectiveness relative to other assessments, confidence in applying course concepts, and metacognitive awareness. Overall, students viewed the activity as engaging and effective in reinforcing foundational concepts and increasing confidence for quizzes, though perceptions of gains in understanding complex feedback loops varied. High levels of reported metacognitive awareness suggest that individual learning preferences may influence perceived benefits.

Together, these findings demonstrate the multifaceted role of co-creation in physiology education. While the adoption of co-created Open Educational Resources alone did not improve confidence-accuracy alignment, integrating co-created, gamified activities showed positive effects on student engagement and perceived conceptual understanding. Overall, this work indicates that co-creation-especially when combined with intentional metacognitive scaffolding-can support student agency, confidence, and discipline-specific comprehension in upper-division science courses.

Event details

Event location - BMH 118 and Zoom
Event date - March 3, 2026
Event start time - 11 a.m.
Event end time - 12 p.m.

Zoom link