This interdisciplinary study reimagines undergraduate science instruction by integrating artificial intelligence, media arts, and graphic storytelling to teach complex biochemical concepts, specifically, protein structure. Led by a team comprising an art professor, a chemistry professor, and an undergraduate research assistant in graphic design, the project involved creating an original graphic story that visually narrates the formation and folding of proteins. Grounded in the Universal Design for Learning (UDL) framework and John Dewey’s experiential learning theory, the project emphasized inclusive engagement and accessibility. As part of a STEAM-based instructional intervention, the story was shared with students in a General, Organic, and Biological (GOB) chemistry course. Using an exploratory qualitative case study approach, data were collected through student surveys and classroom observations and were analyzed thematically. Rather than generating numerical tallies, we focused on recurring patterns in student reflections. Analysis of student responses and reflections revealed increased interest, a clearer understanding of abstract protein structures, and a positive reception of the arts-integrated instructional method. Findings support the integration of AI-enhanced media arts and storytelling as effective tools for teaching molecular biology concepts in chemistry courses. This project offers a replicable model for inspiring interdisciplinary curriculum design that bridges science and the arts to support inclusive and engaging learning environments.
Aghasafari et al. (Thu,) studied this question.