Deep Learning and the use of Spore in A-Level Biology Lessons.

This paper examines the perceptions of sixth-form students towards the use of Spore™—a commercial electronic game— in their biology lessons. Findings of a focus group showed that the students welcomed the use of Spore™ as a medium of deep learning, although they regarded this as more beneficial to younger pupils. Two themes were found in their views on how the game relates to biology studies, which are the concepts of evolution and of a selective framework. The paper presents a comparison between the perceived advantages of game-based learning and the normal learning approach and how the students see teachers who use technology in teaching. The paper discusses the knowledge and skills associated with deep learning which were demonstrated by the students in the discussion. A gap was identified between the perceived usefulness of Spore™ in learning about the concept of evolution in biology and the possible desired learning outcomes. The paper considers the proposition that bridging this gap could be a form of deep learning-an approach that could develop meta-learning skills in biology. [ABSTRACT FROM AUTHOR]