Increasing learning, confidence, and retention in the immunology classroom with LEGO 2487

Abstract Description The process of V(D)J recombination gives rise to an incredible diversity in the antibody 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 three undergraduate universities watched the same video lecture about recombination, and then the LEGO modeling exercise was either demonstrated in front of students or performed by students. We showed that 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 did the LEGO activity were more likely to strongly agree that the exercise helped them to memorize terminology and perform better on the exam. Overall, these data suggest that LEGO modeling of V(D)J recombination improves student comprehension, interest, and confidence. Topic Categories Immunology Education and Communication (EDU)