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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: [email protected].
    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 D 2013 Increasing public involvement in structural biology Structure 21 1482 1484 10.1016/j.str.2013.08.009 24010706 http://dx.doi.org/10.1016/j.str.2013.08.009
3. Cooper S, et al 2010 Predicting protein structures with a multiplayer online game Nature 466 756 760 10.1038/nature09304 20686574 2956414 http://dx.doi.org/10.1038/nature09304
4. Eiben C, et al 2012 Increased Diels-Alderase activity through backbone remodeling guided by Foldit players Nat Biotech 30 190 194 10.1038/nbt.2109 http://dx.doi.org/10.1038/nbt.2109
5. Franco F 2012 Online gaming for understanding folding, interactions, and structure J Chem Ed 89 1543 1546
6. Good BM, Su AI 2013 Crowdsourcing for bioinformatics Bioinformatics 29 1925 1933 10.1093/bioinformatics/btt333 23782614 3722523 http://dx.doi.org/10.1093/bioinformatics/btt333
7. Kawrykow A, et al 2012 Phylo: a citizen science approach for improving multiple sequence alignment PLoS One 7 e31362 10.1371/journal.pone.0031362 22412834 3296692 http://dx.doi.org/10.1371/journal.pone.0031362
8. Khatib F, et al 2011 Crystal structure of a monomeric retroviral protease solved by protein folding game players Nat Struct Mol Biol 18 1175 1177 10.1038/nsmb.2119 21926992 3705907 http://dx.doi.org/10.1038/nsmb.2119
9. Kwak D, et al 2013 Open-Phylo: a customizable crowd-computing platform for multiple sequence alignment Genome Biol 14 R116 10.1186/gb-2013-14-10-r116 24148814 4014878 http://dx.doi.org/10.1186/gb-2013-14-10-r116
10. Sauermann H, Franzoni C 2015 Crowd science user contribution patterns and their implications PNAS 112 679 684 10.1073/pnas.1408907112 25561529 4311847 http://dx.doi.org/10.1073/pnas.1408907112
11. Starks K 2014 Cognitive behavioral game design: a unified model for designing serious games Frontiers Psychol 5 28 10.3389/fpsyg.2014.00028 http://dx.doi.org/10.3389/fpsyg.2014.00028
12. Stockman B, Asheld J, Burburan P, Galesic A, Nawlo Z, Sikorski K 2014 Design and characterization of a Zn 2+-binding four-helix bundle protein in the biophysical chemistry laboratory J Chem Ed 91 451 454 10.1021/ed400368c http://dx.doi.org/10.1021/ed400368c
13. Zhang D, Seelig G 2011 Dynamic DNA nanotechnology using strand-displacement reactions Nat Chem 3 103 113 10.1038/nchem.957 21258382 http://dx.doi.org/10.1038/nchem.957

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/content/journal/jmbe/10.1128/jmbe.v17i1.983
2016-03-01
2019-01-22

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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