Student preparation for in-class practical experiences enables students to confidently and competently apply theory to practical activities. Despite developing quality preparatory resources, most students were choosing not to engage. Associate Professor Jennifer Wilson therefore repackaged the resources into a series of gamified, online, adaptive, laboratory preparatory modules (GOAL-PMs) to successfully increase student engagement, satisfaction and learning in her Biochemistry course laboratory sessions as measured by system metrics, student survey and focus groups. The GOAL-PMs supported deeper learning with students asking conceptual questions (e.g., “why?”) during class instead of procedural questions (e.g. “how do I do this?”).  Associate Professor Wilson has expanded this approach into her course content and other courses at student request. The GOAL-PM intervention promotes improved preparation and performance for classes requiring prior knowledge.

Webinar Slides

Associate Professor Jennifer Wilson, Program Director and Course Convenor, School of Medical Science, Griffith University.

Associate Professor Jennifer Wilson, is a structural chemist who has taught foundation year Chemistry and Biochemistry for the past 25 years.  In addition to an active research career with over 55 scientific publications, she is actively involved in designing learning and teaching projects that stimulate curiosity in the natural world and a passion for life-long learning, receiving multiple L&T Citations for her work. Her teaching philosophy is based on teaching chemistry and biochemistry in a fun way to promote engagement and further exploration for students at all levels of academic capability.  She has a particular interest in developing students’ potential through academic recovery interventions such as Chemistry up to Speed and SUPP Boot Camp as well as transforming Laboratory teaching at Griffith University (Gold Coast) through development of Pre-laboratory Gamified online adaptive learning modules that have dramatically increased student confidence, satisfaction and learning outcomes.