In the last decade, video games became a common vehicle for citizen science initiatives in life science, allowing participants to contribute to real scientific data analysis while learning about it. Since 2010, our scientific discovery game (SDG) Phylo enlists participants in comparative genomic data analysis. It is frequently used as a learning tool, but the activities were difficult to aggregate to build a coherent teaching activity. Here, we describe a strategy and series of recipes to facilitate the integration of SDGs in courses and implement this approach in Phylo. We developed new roles and functionalities enabling instructors to create assignments and monitor the progress of students. A story mode progressively introduces comparative genomics concepts, allowing users to learn and contribute to the analysis of real genomic sequences. Preliminary results from a user study suggest this framework may help to boost user motivation and clarify pedagogical objectives.

中文翻译：

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当在线公民科学遇到教学时：科学发现游戏的故事化，用于教学、学习和为基因组研究做出贡献

在过去的十年中，视频游戏成为生命科学领域公民科学倡议的常见工具，让参与者在了解科学数据的同时为真正的科学数据分析做出贡献。自 2010 年以来，我们的科学发现游戏 (SDG) Phylo 招募参与者参与比较基因组数据分析。它经常被用作学习工具，但这些活动很难聚合起来以建立连贯的教学活动。在这里，我们描述了一项策略和一系列秘诀，以促进将可持续发展目标整合到课程中，并在 Phylo 中实施这种方法。我们开发了新的角色和功能，使教师能够创建作业并监控学生的进度。故事模式逐步引入比较基因组学概念，使用户能够学习并为真实基因组序列的分析做出贡献。用户研究的初步结果表明，该框架可能有助于提高用户积极性并明确教学目标。