regulator of g protein signaling Each learning unit included

Each learning unit included a document describing concepts and skills, a self-assessment questionnaire, and a set of learning activities. Each learning activity contained a document describing the activity, the digital resources and assets needed to complete it, and sample solutions or visual descriptions of the expected results. Supplementary materials (e.g. videos) and communication tools were also available in the learning platform. All instances of the course were delivered using a blended learning approach. For each of the learning modules students had two lectures in which basic concepts were presented and activities were introduced. After that, students had to work on their own to complete the activities and the assignments using the experimental tool. The gamification plugin and the social gamification web platform provided gamified versions of the learning activities of each learning unit of the course. At the social networking site, lecturers initiated and facilitated discussion about the learning contents and activities. Students were asked to cooperate to complete the activities and to review and discuss activities completed by other students. Learning activities then drove the discussion in the social networking site. The educational game was just offered as Supplementary material that regulator of g protein signaling is directly related to the course contents offering additional activities in which students could engage. In the control group, activities were delivered using a traditional learning management system. The main features, learning approach and targeted benefits of the different instruments were as follows. The educational game was not aligned with the learning objectives of the course. It was intended to promote independent work and exploration from students. The gamification plugin fostered competition [2]. It intended to motivate participation through comparison with peers. The social networking website facilitated cooperation and communication among participants [3]. It was intended to boost participation, collaborative work and community building promoting student-driven discussion. The social gamification web platform was designed to promote both cooperation and competition [1,4]. It delivered the main features of the gamification plugin and social networking site. Furthermore, social interaction afforded additional means to motivate participation and engagement addressing the needs of different students (modeled as player types [5,6]) and widening participation. The main objective guiding experimental design and data collection is to compare the different experimental conditions in terms of learning performance. Existing research presents only limited evidence of the effectiveness of separate approaches. Furthermore, no experiments or studies provide comparable data about educational games, competition- and cooperation-based gamification. Data can be used to analyze the alleged benefits of games-based learning and gamification in terms of how motivation and participation influence learning performance. Detailed experimental design, results and discussion are presented in the research paper to which this data paper refers [1].