Electron transport chain and oxidative phosphorylation are always a challenging topic for students studying metabolism. We had adopted blended learning in metabolism teaching and evaluated the learning experiences of students. In this project, a pre-class learning aid the Story Mode and a post-class learning aid the Revision Mode in the Powerland was developed that facilitated students learning electron transport chain and oxidative phosphorylation. In the Story Mode, pathways were presented by short animations and simplified diagram that allowed students to understand basic concepts and recall simple facts of the topic. Students were asked to watch the animations before class to acquire lower level of cognitive learning first, and this facilitated students in understanding more complicated concepts later on during class. Another challenge that students faced was that they were especially weak at integrating metabolic pathways and understand the relationships between these pathways. A metro map was designed in the Revision Mode that aided students in knowledge integration, and the functions of biomolecules were summarized in flashcards that helped students in revising the concepts. This interactive self-learning tool was packaged as a courseware using the Articulate Storyline.

中文翻译：

---

生物化学混合学习：电子传递链和氧化磷酸化课前和课后学习辅助工具的开发

对于学习代谢的学生来说，电子传递链和氧化磷酸化始终是一个具有挑战性的课题。我们在新陈代谢教学中采用了混合式学习，并评估了学生的学习体验。本项目开发了Powerland中的课前学习辅助“故事模式”和课后学习辅助“复习模式” ，以方便学生学习电子传递链和氧化磷酸化。在故事模式中，路径通过简短的动画和简化的图表呈现，使学生能够理解基本概念并回忆主题的简单事实。学生被要求在课前观看动画，以先获得较低水平的认知学习，这有助于学生在稍后的课堂上理解更复杂的概念。学生面临的另一个挑战是，他们在整合代谢途径和理解这些途径之间的关系方面特别薄弱。以复习模式设计地铁地图，帮助学生整合知识，并以抽认卡总结生物分子的功能，帮助学生复习概念。这个交互式自学工具使用 Articulate Storyline 打包为课件。