Does asking students to apply concepts from evolution to a fictional context, compared to a novel biological context, improve their understanding, exam performance or enjoyment of the material? Or does it harm their education by taking time away from true biology? At our institution, we sometimes ask students to apply life history theory to species from fictional movies, television shows or books. Previously, we had used a factual article on life history theory, to supplement our textbook. We wrote an alternative introduction to life history theory (included in the additional files for educational use), using Tolkien\'s fictional species from his Lord of the Rings books. We also introduce the biological species definition, sexual selection, sexual dimorphism, kin selection, and the handicap principle, as those concepts arose naturally in the discussion of the fictional species. Life history theory predicts strong correlations between traits affecting reproduction, growth and survival, which are all shaped by the ecology of the species. Thus, we can teach life history theory by asking students to infer traits and aspects of the ecology of a fictional species that have never been described, based on the partial information included in the fictional sources. In a large, third year undergraduate evolution course at Arizona State University, we randomized 16 tutorial sections of a total of 264 students to either read our article on the life history theory of Lord of the Rings, or the factual article we had used previously in the course. We found that the exam performance on life history questions for the two groups were almost identical, except that fans of The Lord of the Rings who had read our article did better on the exam. Enjoyment, engagement and interest in life history theory was approximately a full point higher on a 5-point Likert scale for the students that had read the fictional article, and was highly statistically significantly different (T-test p < 0.001 for all questions). There was no difference between the two groups in their familiarity or enjoyment of The Lord of the Rings stories themselves. Reading the article that taught life history theory by applying it to the species of The Lord of the Rings neither helped nor harmed exam performance, but did significantly improve student enjoyment, engagement and interest in life history theory, and even improved exam scores in students who liked The Lord of the Rings. Using fiction to teach science may also help to engage non-traditional students, such as world-builders, outside of our institutions of education. By encouraging students to apply the scientific ideas to their favorite stories from their own cultures, we may be able to improve both inclusivity and education.
BACKGROUND: The online version contains supplementary material available at 10.1186/s12052-022-00160-8.

Kin relations have a strong theoretical and empirical basis for explaining cooperative behavior. Nevertheless, there is growing recognition that context-the cooperative environment of an individual-also shapes the willingness of individuals to cooperate. For nomadic pastoralists in Norway, cooperation among both kin and non-kin is an essential predictor for success. The northern parts of the country are characterized by a history of herder-herder competition exacerbating between-herder conflict, lack of trust, and subsequent coordination problems. In contrast, because of a history of herder-farmer competition, southern Norway is characterized by high levels of between-herder coordination and trust. This comparative study investigates the relative importance of \"cooperative context\" and kinship in structuring cooperative behavior using an experimental gift game. The main findings from this study were that in the South, a high level of cooperation around an individual pushes gifts to be distributed evenly among other herders. Nevertheless, kinship matters, since close kin give and receive larger gifts. In contrast, kinship seems to be the main factor affecting gift distribution in the North. Herders in the North are also concerned with distributing gifts equally, albeit limiting them to close kin: the level of intragroup cooperation drives gifts to be distributed evenly among other closely related herders. The observed regional contrasts in cooperative decisions fit with the different historical levels of conflict and trust in the two regions: whereas herders in the South are affected by both cooperative context and kinship, kinship seems to be the main determinant of cooperation in the North.