Zhu Jiangyu, Yang Zhengfei, Yin Yongqi, Fang Weiming
School of Food Science and Engineering, Yangzhou University, Yangzhou, China.
Biochem Mol Biol Educ. 2025 Jan-Feb;53(1):70-79. doi: 10.1002/bmb.21867. Epub 2024 Nov 7.
The rapid growth of online education has created opportunities to integrate multimedia learning tools into complex scientific disciplines like food biotechnology. This study aimed to develop and evaluate supplementary online course modules on gene expression analysis, protein engineering tools, and fermentation genomics for undergraduate food biotechnology education. Based on cognitive load theory and multimedia learning principles, the modules incorporated focused visual media and interactive knowledge checks. The study involved 85 students in an introductory food microbiology course and 25 students in an upper-level food biochemistry elective at a large public university. Module implementation included tracking student usage through learning management system analytics, collecting qualitative feedback, and assessing learning outcomes via exam performance. Results showed that 73%-76% of students voluntarily accessed the modules, with average engagement times of 5-8 min per module. Student feedback highlighted the modules' effectiveness in clarifying textbook content through replayable examples and real-world scenarios. Comparison of exam scores revealed a 6%-10% improvement in performance on module-related items compared to overall exam averages. Qualitative feedback indicated that students found the visual representations and interactive elements helpful for clarifying complex concepts. This study demonstrates the potential of well-designed multimedia modules to support student learning in food biotechnology education, providing a model for expanding such resources in food science curricula.
在线教育的迅速发展为将多媒体学习工具整合到食品生物技术等复杂科学学科中创造了机会。本研究旨在开发和评估用于本科食品生物技术教育的关于基因表达分析、蛋白质工程工具和发酵基因组学的补充在线课程模块。基于认知负荷理论和多媒体学习原则，这些模块纳入了重点突出的视觉媒体和交互式知识测试。该研究涉及一所大型公立大学的85名食品微生物学入门课程的学生和25名食品生物化学高级选修课程的学生。模块实施包括通过学习管理系统分析跟踪学生的使用情况、收集定性反馈以及通过考试成绩评估学习成果。结果显示，73% - 76%的学生自愿访问这些模块，每个模块的平均参与时间为5 - 8分钟。学生反馈强调了这些模块通过可重复观看的示例和实际场景来澄清教科书内容的有效性。考试成绩比较显示，与总体考试平均分相比，与模块相关的项目成绩提高了6% - 10%。定性反馈表明，学生们发现视觉呈现和交互式元素有助于澄清复杂概念。本研究证明了精心设计的多媒体模块在支持食品生物技术教育中的学生学习方面的潜力，为在食品科学课程中扩展此类资源提供了一个范例。
