Increasing learning, confidence, and retention in the immunology classroom with LEGO

Abstract

The process of variable–diversity–joining (V(D)J) recombination gives rise to incredible diversity in the Ab repertoire. Given its complexity, V(D)J recombination is a difficult process for undergraduates to learn. We hypothesized that modeling recombination with LEGO would increase learning gains, as well as student confidence and interest in this process. To test this, students at 3 undergraduate universities watched the same video lecture about recombination, then the LEGO modeling exercise was either demonstrated in front of students or performed by students. Students who modeled or observed modeling with LEGO performed significantly better on an exam essay question than those that opted out of the modeling exercise. Our next objective was to determine whether tactile manipulation of the model was associated with increased interest and confidence. Survey results suggested that most students preferred visual learning, followed by explanations and activities. Although most students agreed that the LEGO activity gave them more confidence and increased their interest in the material, students who did the activity were more likely to strongly agree with affirming statements. For example, students who modeled were more likely to strongly agree that the LEGO activity helped them memorize the steps of V(D)J recombination and increased their level of confidence in describing key aspects of the process. Overall, these data suggest LEGO modeling of V(D)J recombination improves student comprehension, interest, and confidence.