Version 1: Gamification as a tool to teach key concepts in microbiology to bachelor students in biology: a case-study using microbial interactions and soil functioning

Microbiology is a difficult topic to teach given that the objects of study are for the most invisible to the learner. The majority of university students starting their training in biology are more interested in natural objects that can be seen with the naked eye. Nonetheless, microorganisms are key components of the biosphere and a good microbiological background is required for a thorough training in natural sciences. Lecturing is still a common teaching format at the university. However, it is a passive learning format that is no longer considered the most adequate approach in most teaching situations. Instead, alternatives consisting in more active teaching formats have been recognized to better motivate students to acquire and consolidate knowledge. In addition, other transferable skills such as effective communication, critical thinking, and time management, are acquired simultaneously. A similar engagement can be obtained using games as part of the teaching experience. In this study, we designed a card game to teach key concepts in basic bacteriology and mycology to bachelor level students. The first task consistent in creating and designing microbial characters based on a list of species. This proved very useful for second-year bachelor students to learn concepts such as cell morphologies, taxonomy, and life cycles. In the second task, third-year students used the characters created in the second-year class to develop a game based on an ecological function, forest litter degradation. In addition, they also considered experimental validation of the microbial activities and incorporated knowledge acquired in other fields.