Enhancing Student Comprehension of Paternity Assignment in Molecular Primatology: A Pilot Study Using a Shiny Web Application in Kenya

• Published in: American journal of primatology Vol. 87; no. 3; pp. e70024 - n/a
• Main Authors: Mwaura, David K., Anderson, Jordan A., Kiboi, Daniel M., Akinyi, Mercy Y., Tung, Jenny
• Format: Journal Article
• Language: English
• Published: United States Wiley Subscription Services, Inc 01.03.2025; John Wiley and Sons Inc
• Subjects: Active learning; Animals; Applications programs; Communication; Comprehension; Developing countries; Education; Efficacy; Female; Genetic analysis; Genetics; Genotyping; Graphical user interface; Humans; Inheritance; Internet; Kenya; Kinship; LDCs; Learning; Learning environment; Male; Mating; Mating behavior; molecular primatology; Paternity; paternity inference; Pilot Projects; Primate behavior; Primates; Primatology; Problem-Based Learning; Shiny web app; Statistical inference; Students; Technology; Test scores; Understanding; Kenya; Shiny web app; paternity inference; active learning; molecular primatology
• ISSN: 0275-2565; 1098-2345; 1098-2345
• DOI: 10.1002/ajp.70024

ABSTRACT Kinship is a major determinant of affiliative and mating behavior in primates. In field studies, identifying kin typically relies in part on genetic analysis, especially for discriminating paternal relationships. Such analyses assume knowledge of Mendelian inheritance, genotyping technologies, and basic statistical inference. Consequently, they can be difficult for students to grasp, particularly through traditional lecture formats. Here, we investigate whether integrating an additional active learning approach—interaction with DadApp, an application built using the R package Shiny that implements a popular paternity inference approach in an accessible graphical user interface—improves student understanding of genetic kinship analysis in molecular primatology. We do so in the context of a nontraditional learning environment in Kenya, a developing nation in which students have limited access to technology, and where the efficacy of educational Shiny apps has never been assessed. Twenty‐eight (28) participants with diverse educational backgrounds attended an introductory lecture on genetics and paternity inference, completed a pre‐test, interacted with DadApp via a structured set of exercises and questions, and then completed a post‐test and survey about their experience and subjective understanding. Post‐test scores significantly improved relative to pre‐test scores (p = 3.75 × 10−6), indicating enhanced learning outcomes. Further, student interest and confidence in the subject matter significantly increased after the practical session with DadApp. Our results suggest that Shiny web app‐based active learning approaches have potential benefits in communicating complex topics in molecular primatology, including in resource‐limited settings where such methods have not yet experienced high penetrance. Images in the graphical are courtesy of publicdomainpictures.net Summary Active learning using an interactive Shiny app can improve student understanding of kinship and paternity inference in molecular primatology. Active learning with a custom Shiny app also improved student confidence and interest in molecular primatology. These methods can be readily deployed in primate range countries, where resources for education and technology may be limited.