Exploring Unseen Universes in Microbiology with Visual Learning

Back then, video-based instruction didn’t exist at my university. Nowadays, students everywhere  increasingly expect it. Being able to watch a technique unfold on screen, or see an animation of how microbial processes work, takes the guesswork out of learning. 

Research consistently shows that students understand and retain complex topics better when they are presented through animated visuals, particularly in biological fields.^1,2 

Microbiology is uniquely suited to video learning because so much of it involves organisms and dynamic processes that are too small, too fast, or too complex to comprehend through text alone. 

• ◽ Concept animations can reveal what’s happening inside cells or between microbes in time and space. Even under a microscope, these dynamics aren't always clear.
• ◽ Experiment animations reveal the how and why behind methods like staining and culturing, and show what happens at the molecular level.
• ◽ Live-action experiments performed by trained scientists show students real-world applications that reinforce theoretical learning.
• ◽ Working with microorganisms makes lab safety non-negotiable. Demonstration is the clearest way to communicate risks and protocols.
  
  
  

The true measure of impact lies in how educators use video resources every day. Faculty across diverse institutions have shared how these tools have transformed their microbiology courses and empowered students with greater skill and confidence.

🎓 Dr. Janowiak (Saint Louis University, USA)

Dr. Blythe Janowiak, Associate Professor of Biology, discussed her strategic use of video in the JoVE webinar Teaching Microbiology with Videos. In her 400-student biochemistry course, she pairs them with low-stakes quizzes to boost accountability and preparedness before class. In her CURE labs on antibiotic resistance, videos are integrated to support safety training and help students design their own experiments. 

Dr. Janowiak emphasized how videos have streamlined her teaching, leading to better student comprehension in lectures and labs. In this clip, she describes the increased engagement that video has brought to her courses.

🎓 Dr. El-Shatoury (Suez Canal University, Egypt)

Dr. Sahar A. El‑Shatoury, Professor of Microbiology, started using videos in her courses to address persistent gaps between theory and practice. Even with detailed pre-lab instructions and live demos, students often struggled to understand the purpose of experiments, connect concepts to procedures, and confidently set up and run lab activities. Most of Dr. El‑Shatoury’s students preferred this video-based approach. According to Dr. El‑Shatoury:

• ✨ Videos clarify complex lab techniques and concepts better than traditional demonstrations.
  
• ✨ Visual demonstrations strengthen the link between theory and hands-on work.
• ✨ Integrating videos into lab courses and assignments fosters greater student engagement and self-directed learning.
  
  
  

When learners can visualize a process rather than its static components, they’re more likely to understand it, remember it, and apply it in the lab. 

Well-crafted videos and animations offer a way to bring unseen microbial universes into view, allowing students to observe complex processes like host-pathogen interactions. This medium reinforces core microbiology concepts and helps learners understand and retain key techniques.

The new Core Microbiology collection includes 144 animated lessons and 24 scientist-in-action videos designed to enhance conceptual and practical comprehension.

Request a JoVE playlist tailored to your course.

1. McClean, P., Johnson, C., Rogers, R., Daniels, L., Reber, J., Slator, B. M., et al. (2005). Molecular and cellular biology animations: Development and impact on student learning. Cell Biology Education, 4(2), 169–179. https://doi/10.1187/cbe.04-07-00472 
2. Dömling, A., & Zarganes-Tzitzikas, T. (2020). Metabolism in motion: Engaging biochemistry students with animation. Journal of Chemical Education, 97(11), 3805–3811. https://doi.org/10.1021/acs.jchemed.0c01498