Throughout this learning unit, students explored both the scientific power and ethical responsibility of gene editing. They learned about the basic principles of CRISPR technology, its applications in medicine and agriculture, and the potential risks linked to genetic modification, such as unintended mutations and long-term consequences (Doudna & Sternberg, 2017; UNESCO, 2021). These topics directly reflect the concerns introduced at the beginning of the unit about safety, responsibility, and unforeseen outcomes.

Augmented Reality tools such as ARGV and Human Genome AR enriched the learning experience by making invisible genetic processes visible and easier to understand. By interacting with DNA models, students were able to connect abstract scientific concepts with real-world examples and ethical questions.

Through simulations, scenario-based discussions, and ethical role-plays, learners developed critical thinking skills and stronger bioethical awareness. They gained a deeper understanding of how gene editing can affect human health, ecosystems, and future generations, reinforcing the idea that scientific progress must be guided by careful reflection and informed decision-making (Cyranoski, 2019; UNESCO, 2021).

Overall, this unit encourages students to think critically about the role of genetic engineering in society. By combining biology, ethics, and AR technology, it prepares learners to engage thoughtfully with real-world challenges and to take part in ongoing discussions about the responsible use of gene-editing technologies in the future.

Phase Description
Explore

- Students explore basic concepts of DNA, CRISPR-Cas9, and gene editing through short videos, infographics, and adapted scientific readings.

- Teachers introduce real-world case studies (for example, gene-edited babies or ecological gene-editing experiments) to highlight potential risks, benefits, and ethical dilemmas related to gene editing.

-Teachers assess students’ prior knowledge and misconceptions using short quizzes, brainstorming activities, or guided discussions in order to adapt instruction to students’ needs.
Execute


- Curriculum Implementation: Students take part in structured lessons that integrate ARGV and Human Genome AR to simulate DNA editing processes and explore ethical dilemmas in an interactive way.

- Interactive Exercises: Learners participate in AR-based case analyses, simulate gene-editing scenarios, and engage in bioethics role-play debates. These activities help students apply scientific knowledge to real-life situations.

- Feedback Collection: Peer feedback during group discussions and teacher-led reflection sessions are used to support deeper ethical thinking and personal reflection.
Enhance

- AR Integration: ARGV and Human Genome AR are used to project editable genome models, zoom into DNA strands, and simulate CRISPR edits in safe and controlled learning environments.

- Interactive Learning: Students complete self-paced AR tasks that help them visualise the consequences of gene modifications and identify genetic traits that may be at risk.

Gamification elements are added to increase motivation and engagement:
 Points and Badges: Awarded for correctly identifying off-target effects or proposing responsible uses of gene editing.
 Leaderboards: Students progress through scenarios, from basic gene repair to complex bioethical decision-making.
 Quests and Levels: Learners advance through challenges that require scientific accuracy and ethical reasoning.
 Rewards for Exploration: Additional AR content is unlocked after completing reflection tasks or group reports.
 Collaborative Gamified Tasks: Teams work together to develop balanced gene-editing policies, using AR tools as visual support.

AR-Based Assessments: Assessment includes annotated AR screenshots, short recorded reflections within the app, and digital portfolios that combine scientific explanations with ethical analysis.