Gamifying Critical Reading through a Genome Annotation Intercollegiate Competition
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Date
2018
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Citation of Original Publication
Erill I, Caruso SM, Hu JC. 2018. Gamifying Critical Reading through a Genome Annotation Intercollegiate Competition. Article 6 In: McMahon K, editor. Tested studies for laboratory teaching. Volume 39. Proceedings of the 39th Conference of the Association for Biology Laboratory Education (ABLE). http://www.ableweb.org/volumes/vol-39/?art=6
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Abstract
This workshop explores the use of a web-based inter-collegiate competition to perform Gene Ontology
annotation of gene products in sequenced genomes as a tool to motivate and focus students’ reading and
critical assessment of primary scientific literature while performing a useful task for the scientific community.
Students work in teams to generate and peer review gene annotations. The combination of team-based peer
competition with a highly structured and publicly-accountable annotation process enhances student
involvement and discussion, provides well-defined guidelines for critical reading of primary literature, and
engages students in thinking about evidence and source identification in scientific statements.