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Games that Enlist Collective Intelligence to Solve Complex Scientific Problems

    Authors: Stephen Burnett1, Michelle Furlong1, Paul Guy Melvin1, Richard Singiser2,*
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    Affiliations: 1: Department of Biology, Clayton State University, Morrow, GA 30260; 2: Department of Chemistry & Physics, Clayton State University, Morrow, GA 30260
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 01 March 2016
    • ©2016 Author(s). Published by the American Society for Microbiology.
    • [open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.

    • *Corresponding author. Mailing address: Clayton State University, 2000 Clayton State Blvd, Morrow, GA 30260. Phone: 678-466-4792. Fax: 678-466-4797. E-mail: rsingiser@clayton.edu.
    Source: J. Microbiol. Biol. Educ. March 2016 vol. 17 no. 1 133-136. doi:10.1128/jmbe.v17i1.983
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    Abstract:

    There is great value in employing the collective problem-solving power of large groups of people. Technological advances have allowed computer games to be utilized by a diverse population to solve problems. Science games are becoming more popular and cover various areas such as sequence alignments, DNA base-pairing, and protein and RNA folding. While these tools have been developed for the general population, they can also be used effectively in the classroom to teach students about various topics. Many games also employ a social component that entices students to continue playing and thereby to continue learning. The basic functions of game play and the potential of game play as a tool in the classroom are discussed in this article.

Key Concept Ranking

Protein Folding
0.68224335
Sequence Alignment
0.63866407
DNA
0.5218514
0.68224335

References & Citations

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2. Cooper S, Khatib F, Baker D2013Increasing public involvement in structural biologyStructure211482148410.1016/j.str.2013.08.00924010706 http://dx.doi.org/10.1016/j.str.2013.08.009
3. Cooper S, et al2010Predicting protein structures with a multiplayer online gameNature46675676010.1038/nature09304206865742956414 http://dx.doi.org/10.1038/nature09304
4. Eiben C, et al2012Increased Diels-Alderase activity through backbone remodeling guided by Foldit playersNat Biotech3019019410.1038/nbt.2109 http://dx.doi.org/10.1038/nbt.2109
5. Franco F2012Online gaming for understanding folding, interactions, and structureJ Chem Ed8915431546
6. Good BM, Su AI2013Crowdsourcing for bioinformaticsBioinformatics291925193310.1093/bioinformatics/btt333237826143722523 http://dx.doi.org/10.1093/bioinformatics/btt333
7. Kawrykow A, et al2012Phylo: a citizen science approach for improving multiple sequence alignmentPLoS One7e3136210.1371/journal.pone.0031362224128343296692 http://dx.doi.org/10.1371/journal.pone.0031362
8. Khatib F, et al2011Crystal structure of a monomeric retroviral protease solved by protein folding game playersNat Struct Mol Biol181175117710.1038/nsmb.2119219269923705907 http://dx.doi.org/10.1038/nsmb.2119
9. Kwak D, et al2013Open-Phylo: a customizable crowd-computing platform for multiple sequence alignmentGenome Biol14R11610.1186/gb-2013-14-10-r116241488144014878 http://dx.doi.org/10.1186/gb-2013-14-10-r116
10. Sauermann H, Franzoni C2015Crowd science user contribution patterns and their implicationsPNAS11267968410.1073/pnas.1408907112255615294311847 http://dx.doi.org/10.1073/pnas.1408907112
11. Starks K2014Cognitive behavioral game design: a unified model for designing serious gamesFrontiers Psychol52810.3389/fpsyg.2014.00028 http://dx.doi.org/10.3389/fpsyg.2014.00028
12. Stockman B, Asheld J, Burburan P, Galesic A, Nawlo Z, Sikorski K2014Design and characterization of a Zn2+-binding four-helix bundle protein in the biophysical chemistry laboratoryJ Chem Ed9145145410.1021/ed400368c http://dx.doi.org/10.1021/ed400368c
13. Zhang D, Seelig G2011Dynamic DNA nanotechnology using strand-displacement reactionsNat Chem310311310.1038/nchem.95721258382 http://dx.doi.org/10.1038/nchem.957
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/content/journal/jmbe/10.1128/jmbe.v17i1.983
2016-03-01
2017-09-25

Abstract:

There is great value in employing the collective problem-solving power of large groups of people. Technological advances have allowed computer games to be utilized by a diverse population to solve problems. Science games are becoming more popular and cover various areas such as sequence alignments, DNA base-pairing, and protein and RNA folding. While these tools have been developed for the general population, they can also be used effectively in the classroom to teach students about various topics. Many games also employ a social component that entices students to continue playing and thereby to continue learning. The basic functions of game play and the potential of game play as a tool in the classroom are discussed in this article.

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