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Unraveling Histone Modification:
Comparing Interactive and Linear Animation on Educational Input

Introduction

The Shilatifard Lab's Simpson Querrey Institute of Epigenetics (SQE) Inspire Lab engages young students in hands-on lab activities to spark interest in biomedical research. However, program leads found that students often struggled to grasp core concepts like epigenetics and histone modification through the program's existing didactic lectures, illustrations, and introductory videos. To address this, a research study was proposed to test whether an interactive learning component could improve comprehension. 

Role

Role

Content Developer,
Designer, Animator

Deliverables

1. Interactive, point-and-click video
2. Traditional linear video 

Credits

Brianna Monroe​ (Client, Content Advisor)
Karen Bucher (Research Advisor)

Dani Bergey (Research Committee)

Cameron Slayden (Research Committee) ​

Content Research and Planing

Before conducting production work, a landscape review of existing literature was performed to understand both the scientific content (histone modification and epigenetics) and the pedagogical tools available for communicating it to a general audience. This research revealed a clear public knowledge gap around genetics and epigenetics, alongside evidence that while animation is effective for building foundational understanding, it falls short in driving deeper engagement and retention compared to interactive media. These findings surfaced several key challenges that directly informed the creative and instructional approach for this project.

​Key Challenges Identified Though Literature Landscape

  • Very few studies experimentally compare linear animation versus interactive media within biomedical education, and most of the existing discourse is theoretical rather than data-driven.

  • Available interactive biology media tends to be either too basic or too advanced, with a lack of options bridging that gap for audience members with low scientific-literacy.

  • Molecular visualization design faces an inherent trade-off between simplicity and accuracy, and color-based engagement strategies are harder to apply since molecular topics lack familiar real-world reference points for audiences.

Production

To translate the research findings into practice, two educational videos: a linear animation and an interactive animation were produced to compare their effectiveness in teaching histone modification to a general audience. Both versions shared a common structure: a 2D introductory section presenting core concepts, followed by a 3D lab case section that immersed viewers in a cellular environment to apply that knowledge. The interactive version added a decision-based mechanic, requiring participants to correctly answer questions to progress, with incorrect choices looping back for a retry.

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Interface for Linear Video

Users in the linear video cohort were directed to the linear video via YouTube video link. Once finished, users were directed back to the study survey for the post-video survey.

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Interface for Interactive Video

Users in the linear video cohort were directed to the interactive video via link to a Google-hosted module. Each scene that required interaction would not continue onto the next scene unless user provided input. Once finished, users were directed back to the study survey for the post-video survey.

Linear Animation

Results

​Overall, the study reinforced that interactive media was more beneficial to learners due to active recall and the ability to self-pace. Meanwhile linear animation allowed for easy navigation, making the material more accessible.

Software

Storyboards - Procreate, Adobe InDesign
Wireframes - Figma
3D Assets - Visual Molecular Dynamics, Protein Databank, Maxon Cinema4D
2D Assets - Adobe Illustrator, AfterEffects
Animation - Maxon Cinema4D, Adobe AfterEffects
Video Editing - Adobe AfterEffects, Premiere Pro
Interactive - Articulate Storyline 360
User Testing and Analytics - Qualtrics, Microsoft Excel

References

  1. Alaskhar Alhamwe, B., Khalaila, R., Wolf, J. et al. (2018). Histone modifications and their role in epigenetics of atopy and allergic diseases. Allergy Asthma Clin Immunol, 14, 39. DOI: 10.1186/s13223-018-0259-4

  2. Bannister, A. J., & Kouzarides, T. (2011). Regulation of chromatin by histone modifications. Cell Research, 21(3), 381–395. DOI:10.1038/cr.2011.22

  3. Boeker, M., Andel, P., Vach, W., & Frankenschmidt, A. (2013). Game-based e-learning is more effective than a conventional instructional method: a randomized controlled trial with third-year medical students. PLoS ONE, 8(12): e82328. DOI: 10.1371/journal.pone.0082328

  4. Crameri, F., Shephard, G.E. & Heron, P.J. (2020). The misuse of colour in science communication. Nat Commun. 1, 5444. DOI: 10.1038/s41467-020-19160-7

  5. Dyke, S., Ennis, C., Joly, Y., Walter, J., Siebert, R., Pastinen, & T. (2020). Communicating science: epigenetics in the spotlight, Environmental Epigenetics, 6(1): dvaa015, DOI: 10.1093/eep/dvaa015

  6. Florjanczyk, U., Ng, D. P., Andreopoulos, S., & Jenkinson, J. (2018). Developing a three-dimensional animation for deeper molecular understanding of Michaelis-Menten enzyme kinetics. Biochemistry and Molecular Biology Education: International Union of Biochemistry and Molecular Biology, 46(5), 561–565. DOI: 10.1002/bmb.21168

  7. Garrison, L. and Bruckner, S. (2022) Considering best practices in color palettes for molecular visualizations.  Journal of Integrative Bioinformatics, 19(2), 20220016. DOI: 10.1515/jib-2022-0016​

 

Full references available in research manuscript. Please contact for more information.

© HelenThio 2024
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