Card of the learning path
Completion requirements
Card of the learning path
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General topic of the learning path
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Human Genome Project and Genomic Medicine |
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Specific name of the learning unit
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Understanding Genetic Disorders – From DNA to Disease |
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Age of the target users
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14-18 years |
| Requirements for the learner | Basic understanding of DNA and inheritance Ability to use a mobile phone or tablet Interest in health, science, and real-life problems Willingness to discuss ethical questions |
| Description of the learning unit | This learning unit helps students understand genetic disorders in a clear and engaging way. Learners explore how changes in DNA (mutations) can lead to disease, how genetic disorders are inherited, and how modern medicine identifies and manages them. The unit is built around Delightex Augmented Reality (AR) environments, where students interact with 3D models of DNA, genes, chromosomes, and proteins. Abstract genetic concepts become easier to understand through visual and hands-on exploration. Instead of traditional quizzes, assessment is integrated into AR-based tasks, group discussions, and reflection activities carried out inside Delightex. Ethical issues such as genetic testing, data privacy, and responsibility in medicine are addressed throughout the unit, encouraging critical thinking and informed discussion. |
| Subject: Parties involved | Biology teachers, Students, AR / ICT coordinators, Healthcare professionals (e.g. genetic counsellors), School technical support staff |
| Keywords | DNA, mutation, genetic disorder, chromosome, inheritance, genetic testing, AR in education, bioethics, personalised medicine |
| Key qualifications, skills and knowledge that can be acquired | Students will develop: a clear understanding of how genes and mutations can cause disease, the ability to distinguish between different types of genetic disorders, practical experience using AR tools to visualise DNA, genes, and proteins, basic bioethical reasoning related to genetic testing and health data, critical thinking and communication skills through group work and discussion, digital skills through the use of AR and interactive learning technologies |
| Resources and didactic aids used | Chapter texts and figures based on NHGRI resources and Wallis (2018) Augmented Reality applications: MoleculAR, Genome AR Printable case studies and reflection tasks Interactive worksheets and family tree charts Tablets or projectors for AR activities Classroom posters summarising types of genetic disorders |
| Assessment criteria and evaluation | Student learning is assessed through: - successful completion of AR-based tasks (e.g. identifying gene mutations) - clear and logical participation in group discussions on diagnosis and ethics - short reflective writing on the role of genomics in healthcare - final group or individual presentation using AR visualisations (e.g. protein models or inheritance patterns) - a short quiz checking understanding of genetic disorder types and testing methods |