Designing a Simulation Lab: The Process that Led to Action Potentials Explored and Extended, Two Simulation-Based...

Area of Science:

• Neurobiology Education
• Computational Biology
• Educational Technology

Background:

• Simulations are crucial tools in neurobiology education.
• Previous generations of simulations have been developed.
• Undergraduate biology courses benefit from interactive learning modules.

Purpose of the Study:

• To describe the design-research process for two simulation-based neurobiology modules.
• To explain how design constraints were used to adapt modules for different student populations.
• To offer insights into designing interactive educational materials.

Main Methods:

• Design-research methodology.
• Development of two simulation modules: Action Potentials Explored and Action Potentials Extended.
• Iterative refinement based on student population needs.

Main Results:

• Two popular, third-generation neurobiology simulation modules were successfully developed.
• The strategy of constraining simulations proved effective for tuning to specific student groups.
• The modules cater to varying levels of student quantitative ability.

Conclusions:

• Constraint is a valuable design principle for educational simulations.
• The developed modules enhance undergraduate neurobiology instruction.
• This approach can inform the design of other interactive educational technologies.