Increasing learning, confidence, and retention in the immunology classroom with LEGO

Area of Science:

• Immunology
• Science Education
• Molecular Biology

Background:

• Variable-diversity-joining (V(D)J) recombination is crucial for generating antibody diversity.
• The complexity of V(D)J recombination presents significant learning challenges for undergraduate students.
• Traditional teaching methods may not fully engage students with this intricate molecular process.

Purpose of the Study:

• To investigate if modeling V(D)J recombination using LEGO bricks enhances undergraduate learning.
• To assess the impact of LEGO modeling on student interest and confidence in V(D)J recombination.
• To compare the effectiveness of active modeling versus observational learning with LEGO.

Main Methods:

• Undergraduate students received a video lecture on V(D)J recombination.
• Students were divided into groups: active LEGO modeling, observing LEGO modeling, or opting out.
• Learning gains were assessed via exam essay questions; interest and confidence were measured through surveys.

Main Results:

• Students who actively modeled or observed LEGO V(D)J recombination showed significantly better performance on essay questions.
• Survey data indicated that most students preferred visual learning but acknowledged increased confidence and interest from the LEGO activity.
• Students actively participating in LEGO modeling reported higher confidence and better memorization of V(D)J recombination steps.

Conclusions:

• LEGO modeling is an effective pedagogical tool for improving comprehension of V(D)J recombination.
• Tactile and visual engagement with LEGO models enhances student interest and confidence in immunology concepts.
• This innovative approach offers a valuable supplement to traditional science education for complex biological processes.