Zombie ants VR: Using trial-and-error gameplay mechanics to intuitively teach players about natural selection

Understanding the process of evolution is important for making informed decisions about the use of antibiotics and vaccinations to combat pathogens. Unfortunately, discussing the intersection of evolution and infectious diseases with the public can be difficult due to preexisting religious views and/or political beliefs. However, an individual’s acceptance of evolution is not as important as their understanding of its underlying mechanisms when it comes to making public health choices. Therefore, our interdisciplinary research team, consisting of microbiologists, game and media technology experts, and teachers, sought to explore whether gamification techniques like trial-and-error gameplay could be used to teach players about the process of evolution without explicitly defining the theory. We created a freely available, open-access serious virtual reality game called Zombie Ants VR. In this game, participants take on the role of the zombie fungus Ophiocordyceps with the goal of infecting and behaviorally manipulating ants. Throughout their journey, players are faced with several tasks and choices that reflect the life cycle of the parasite. Ultimately, the player’s decisions determine whether they succeed and reproduce or if they die and must try again as a new spore. By emphasizing that each new attempt takes place with a new individual, the gameplay mechanic subconsciously teaches the players about how natural selection acts at the population level. Comparisons between pre-game and post-game questionnaires showed that not only does playing Zombie Ants VR significantly increase the likelihood of understanding of the process of natural selection, but that this effect was also independent of the players preexisting beliefs. By using gameplay mechanics as the main educational tool in our game, we were able to teach participants about natural selection without the need for trigger words that can elicit defensive responses within certain demographics. Moreover, by using zombie-making parasites as an example, which appeals to a diverse general audience, we were able to explain the fundamental process of evolution within the context of infectious diseases. We thus demonstrate that gamification techniques can be used to teach important biological topics in a way that does not conflict with preexisting views.