Created by Alyssa
Featured Project:
Cell Organelle Escape Game
Curated a game for science students learning the parts of the cell and cellular transport. The premise of this game is based on a student scenario in a high school science classroom.

This aligns with the following learning goal: “students will develop an understanding of the cell”. Instructors can use this game to test the knowledge of student’s skill with organelles and with cellular transport. Students can use this game to see if they are able to get them all correct the first time.

  • Audience

    10th grade high school students ranging in ability including ESE, ESOL, and Gifted students

  • Learning Theory

    Cognitive and Constructivist Learning Theories
    Game-Based Learning/ Gamification
  • Tools Used

    Canva, Photoshop, Storyboard That, Microsoft PowerPoint, Storyline
  • Process

    Brainstorm > Concept Map > Storyboard > Create Graphics > Export to PPT > Import to Storyline > Build > Peer Review > Revisions > Implementation
The primary impetus for the use of simulations is to approximate for the student some discipline-related, hands-on learning experience. In short, these tools allowed students to apply what they had learned in some tangible way.
Kesner (2014)
Game Story and Rules
The premise of this game is based on a student scenario in a high school science classroom. The backstory involves a student who is examining cells under a microscope and gets mysteriously shrunken down and stuck inside of the cell. The student must navigate correctly throughout the cell in order to escape and grow back to normal size. The student has to identify the major organelles involved within the endomembrane system and transport of proteins. The student will have successfully learned about the cell membrane and transport by now, and this prior knowledge has been integrated into the game as well.

When the student is shrunken down, the massive evil cell threatens to eat him if he can’t take the correct endomembrane system pathway to the outside of the cell. The student then navigates his way through the cell through a series of questioning, many of which are based on prior knowledge. If the student (aka the player) does not go in the correct direction, then they are eaten by the cell and have the option to try again. Once the player makes his way through the endomembrane system successfully, he wins! It shows the player growing back to his normal size, proud of his scientific knowledge that was able to get him out of a sticky situation.
The storyboard contains 20 frames with an interactive game between a student and a cell.
Based in Theory
The reflecting on prior knowledge within the game is largely based on cognitivism. The learner must depend on their prior knowledge to succeed within the game.
Using a game to support the research is to help the learner achieve authentic learning. The game could incorporate a competitive aspect with scoring and provide feedback whenever a player makes an incorrect move within the cell.
According to Doney (2019), “gamification is a method of presenting learning in an active way, as it is based on learning by doing”. This is an active learning approach, placing learners in an environment in which they must adapt and learn in order to succeed. Simulations and gamification has, based on research studies, increased motivation and student learning.
Game Walkthrough
Click to watch a walkthrough of the game.
Doney, I. (2019). Research into effective gamification features to inform e-learning design. Research in Learning Technology, 27, 1–17.
Kesner, R. M. (2014). The Use of Simulations and Gaming in Online Courses. Journal of the World Universities Forum, 7(1), 11–31.