Conclusion
In this learning unit, students explored the fundamentals of genetic disorders, including what they are, how they are inherited, how they affect the human body, and how they are diagnosed. Through structured lessons and interactive tasks, learners developed a clear understanding of how mutations in DNA can lead to different diseases, such as single-gene disorders, chromosomal disorders, and complex conditions influenced by both genetic and environmental factors (Wallis, 2018).
A key feature of this unit was the use of Delightex as the main learning environment, where Augmented Reality (AR) elements, information panels, and learning tasks were combined into one coherent learning path. AR tools such as MoleculAR, Genome AR, and Merge EDU were used within Delightex to support exploration and understanding. These tools allowed students to visualise DNA structures, observe the effects of mutations, and explore chromosome abnormalities in an interactive way. As a result, abstract genetic concepts became more accessible and easier to understand (NHGRI, 2024).
The unit also supported the development of important 21st-century skills. Through AR-based tasks, discussions, and collaborative activities, students practised ethical reasoning, digital literacy, communication, and teamwork. By exploring real-life applications such as genetic testing, disease prediction, and bioethical decision-making, learners were able to connect scientific knowledge to current societal issues, including personalised medicine and data privacy (Green & Guyer, 2015).
Overall, this learning unit encouraged students to think critically and act as informed learners and responsible citizens. By working inside the Delightex environment, students were not only learning about genetics but also experiencing how genomic knowledge is used in modern science and healthcare. As genetic technologies continue to develop, learners are now better prepared to take part in informed discussions and future challenges related to science, medicine, and society (Collins et al., 2003).
| Phase | Description |
| Explore |
- Research and Discovery: Students are introduced to key concepts such as DNA, genes, mutations, and genetic disorders through visual materials, real-life examples, and short explanatory texts. - Content Development: Teachers use student-friendly resources (e.g. NHGRI fact sheets) supported by diagrams, karyotypes, and infographics. - Needs Analysis: Diagnostic tasks help identify students’ prior knowledge, allowing teachers to adjust the depth of content and provide appropriate support. |
| Execute |
- Interactive Exercises: Students complete AR-based tasks including mutation tracing, virtual karyotype analysis, and ethical scenario discussions. Group work and worksheets support collaboration and application of knowledge. - Feedback Collection: Learning is supported through peer feedback, teacher feedback, short quizzes, and reflective prompts inside Delightex. |
| Enhance |
- AR Integration: Delightex is used as the core environment where students interact with 3D models of DNA, chromosomes, and mutations. These tools make invisible biological structures visible and interactive. - Interactive Learning: Learners complete mission-based tasks such as decoding mutations, analysing virtual patient cases, and explaining genetic mechanisms using AR models. Gamified Content: Points and badges: Students earn digital badges for completing AR tasks and challenges (e.g. DNA Detective, Chromosome Hero). AR-Based Assessments: Assessment is integrated directly into Delightex and includes: analysing a genetic disorder using AR-supported case studies, completing a virtual Punnett square or inheritance task, explaining mutation effects using 3D genetic models, a final short quiz supported by AR visualisations. |