Plant-derived or botanical insecticides are biopesticides experiencing substantial ongoing increase in interest. The 74 years of our literature survey tracked over 2500 papers on botanical insecticides published between 1945 and 2019 (Web of Science database). Such a survey allowed meta-analyses to recognize current status and biases of the studies providing important insights into the research topic. They include the recognition of the exponential growth of such studies since the 1990s, the prevalent interest on the Meliaceae plant species and a dozen additional families, although some 190 families have been investigated. The arthropods targeted by such studies were pest species (ca. 95%) with rather little attention devoted to non-target species (p < 0.001). This bias is followed by another one—mortality assessments are prevalent among target and non-target arthropod species when contrasted with sublethal assessments (p < 0.01). These omissions are pivotal, as they fail to recognize that sublethal effects may be as important or even more important than mortality, and that initial insecticide deposits quickly degrade over time leading to prevailing sublethal exposure. Furthermore, although the target of control is limited to few species, non-target species will be exposed and as such need to be factored into consideration. Thus, these biases in studies of botanical insecticides incur in knowledge gaps with potential consequences for the practical use of these compounds as pest management tools.

The use of game activities is spreading in diverse contexts, including stimulating teamwork and creativity, selecting job candidates, and as a teaching aid. Games are recognized as promoting interaction and engagement among children through an abstract challenge, which often results in emotional reactions. We investigated whether a game-based activity is useful as a tool for teaching entomology, as assessed on the basis of the learning achieved and the feedback provided by students. Student feedback was positive regarding card content, the rules manual, game-play design, and game use (the functional perspective). Likewise, the students also considered the game a fun activity, fast and competitive, and even challenging (the personal perspective). Some difficulties were indicated, such as the amount of initial information required to play. Nonetheless, the game increased student learning, demonstrating its usefulness as a didactic activity in the classroom. In addition to encouraging creativity and healthy competition among students, the game represents an integrative and dynamic teaching mode that is different from traditional classroom methods.