Texts, Tools, Games, and Simulations for Learning About Infectious Diseases: What Do We Know?

• In Event: Infectious Learning and Teaching: Opportunities and Challenges of Integrating COVID-19 Into K–16 Education

Abstract

OBJECTIVE. While learning and teaching about infectious diseases is currently not part of most science curricula and national standards, the pandemic outbreak of COVID-19 has put this topic front and center for K-12 education. Over the last two decades, numerous interactive learning environments which include online resources, simulations, games and virtual worlds have investigated what and how K-12 students can learn about infectious diseases. This scoping review addresses the following research question: How are infectious diseases taught and learned in K-12 education with interactive learning environments?

FRAMEWORK. For analyzing what students can learn about infectious diseases, we chose a framework developed by Straif-Bourgeois, Ratard and Kretzschmar (2014) which identifies three interconnected dimensions: (1) basic biology of infectious disease, (2) epidemiology of disease, and (3) infectious disease epidemiology. For evaluating features of interactive learning environments that promote engagement and learning, we focus on dimensions of authenticity, agency of players, visibility of processes and vectors, scale of participation, and dynamic representations.

METHOD. We conducted a scoping review following the five stages outlined by Arksey and O’Malley (2005) and the recommendations proposed by Levac and colleagues (2010) in searching various databases and conference proceedings in addition to backward searches.

DATA. We identified 23 studies that reported on efforts to help K-12 students learn about infectious diseases with a focus on respiratory transmission, coding these for number, gender, race and SES of participants, context of study, and learning outcomes in terms of conceptual understanding and STEM interests.

FINDINGS. Information about student demographics participating in studies was limited, but in general most studies involved middle and high school students, leaving out younger students. In terms of conceptual understanding, studies focused mostly on helping students learn about the biology of infectious diseases, leaving out critical dimensions of transmission mechanisms and community spread. Few studies included comparative investigations of features. One positive finding was that dynamic representations were better than static ones in helping students learn about infectious disease (Corredor, Gayedos & Squire, 2014). Other studies found that interactive games were as good as narrative text in leading to more STEM interest (Sadler, Romine, Menon, Ferdig, & Annetta, 2015). While an extensive curriculum involving searching text resources and participatory simulations led to better understanding, this did not extend to better inquiry practices (Hug & Krajcik, 2004),

SIGNIFICANCE. Our findings suggest that the reviewed interactive learning environments hold potential but need further research for effectively engaging and supporting K-12 youth in learning about infectious disease. Notably missing were considerations of how socio-political contexts framed infectious disease epidemiology. The COVID-19 pandemic revealed stark inequities in how disease spread impacted communities, who had access to health care and treatment, and which information was collected and shared with the public. These disparities have only recently been addressed by examining how community members made sense and critically examined the data and information shared with them (see Barton et al., this symposium).

Authors

• Yasmin B. Kafai, University of Pennsylvania

• Yue Xin, University of Maryland - College Park

• Deborah Fields, Utah State University

• Colby Tofel-Grehl, Utah State University