Gamification in Anatomy Education

See, Cyh

doi:10.1007/978-3-030-43283-6_8

Cited by 12 publications

(9 citation statements)

References 29 publications

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“…A review of the available literature has revealed evidence supporting the use of game-based learning in human anatomical education in either a non-computer-or computer-based format, [34][35][36][37][38][39] and including a board game format. [40][41][42][43] However, no educational board game designed for learning orofacial spaces has yet been created, especially to investigate the impact of competition and collaboration on student learning.…”

Section: Introductionmentioning

confidence: 99%

An educational board game for learning orofacial spaces: An experimental study comparing collaborative and competitive approaches

Arayapisit

Pojmonpiti

Dansirisomboon

et al. 2023

Anatomical Sciences Ed

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Odontogenic orofacial space infection is an important topic in the dental curriculum. However, dental students do encounter difficulties in identifying the patterns of odontogenic infection spreading through fascial spaces. The implementation of game concepts might allow them to actively learn this topic by engagement. This research aimed to develop a game for learning about the orofacial spaces and to evaluate its implementation whether a competitive or collaborative approach would be more effective for dental undergraduates. ‘Trace the Spread’ has been developed as a table‐top board game, consisting of a main board presenting the anatomical map of a human model and two types of cards (quest and action cards). Eight groups of four students were randomly assigned into either the collaboration or competition group. The students were given pre‐ and post‐knowledge assessments to evaluate knowledge improvement after game completion, where they were asked to rate their satisfaction toward the game using a paper‐based questionnaire. The findings demonstrated a significant increase in the knowledge assessment scores after game completion in both collaboration (p < 0.001) and competition groups (p = 0.003). The score improvement of the collaboration group was significantly higher than that of the competition group (p < 0.001). The students tended to show satisfaction with the game, in which the collaboration group rated the game more positively compared to the competitive approach. This game appeared to be effective for learning orofacial space infections, and the learning environment within the collaborative group was found to be more supportive in terms of knowledge improvement and satisfaction.

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Section: Introductionmentioning

confidence: 99%

An educational board game for learning orofacial spaces: An experimental study comparing collaborative and competitive approaches

Arayapisit

Pojmonpiti

Dansirisomboon

et al. 2023

Anatomical Sciences Ed

View full text Add to dashboard Cite

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“…Gamification has been widely published in the medical education literature to include simulations, virtual environments, and alternative reality games (Ahmed et al, 2015; Muntasir et al, 2015; McCoy et al, 2016; Bigdeli and Kaufman, 2017; Nicola et al, 2017). Gamification is increasingly being used in histology, anatomy, and medical education as it has the potential to make learning fun, memorable, and more effective, and is often applied to teach a particular skill, behavioral change, or learning outcome (Singhal et al, 2019; See, 2020). However, the learning theories behind the gamification applications is often lacking.…”

Section: Introductionmentioning

confidence: 99%

Student Perception and the Effectiveness of Kahoot!: A Scoping Review in Histology, Anatomy, and Medical Education

Donkin

Rasmussen

2021

Anatomical Sciences Ed

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The impact of the Covid-19 pandemic has presented challenges in medical education particularly, with development of online learning in a short time period. Notably there has been a significant increase in the use of digital technology applications to meet this challenge. For instance, in the first quarter of 2020 the game-based software Kahoot! reported a threefold increase in players and a fivefold increase in asynchronous learning globally. However, there is limited research into the use of game-based digital technology applications such as Kahoot! and the associated learning theories, particularly in histology, anatomy, and medical education. This scoping review explored the utilization, outcome scores, and student perceptions of learning with the application of Kahoot! in histology, anatomy, and medical education. Online databases were used to identify articles published between 2013 and 2021 from which 12 articles were included in the review. The majority of articles supported positive student outcomes including improved collaborative learning, improved knowledge of content, attendance, and participation. Minor negative aspects included increased time on task, overwhelming learning content, and distractions due to gadgets. None of the articles included a control group. The main educational theories identified were active learning followed by social and constructivism learning theory. In light of the Covid-19 pandemic a rapid and fundamental shift in how digital applications are being used in educational institutions has evolved. Further research on learning frameworks and studies with control groups is required to evaluate Kahoot! as a potentially valuable online application in histology, anatomy, and medical education. Anat Sci Educ 14: 572-585.

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“…When applied toward clinical training and education, serious games bear similarities to medical simulations in that they provide learners with opportunities for task training and practicing, provide active learning, aid in the solving of clinical problems, and afford experience in risk-free surroundings [ 17 ]. However, when designed well, they are also inspiring, engaging, and frequent conduits of an optimal, innately positive mental state characterized by psychological flow, motivation, and enjoyment [ 15 , 18 , 19 ]. These characteristics have seen them deployed for increasing psychomotor skills during laparoscopic surgery [ 20 , 21 ], teaching first-aid procedures in choking emergencies to nonexperts [ 22 ], and imparting history-taking content to medical students, among others [ 3 , 18 , 23 ].…”

Section: Introductionmentioning

confidence: 99%

“…However, when designed well, they are also inspiring, engaging, and frequent conduits of an optimal, innately positive mental state characterized by psychological flow, motivation, and enjoyment [ 15 , 18 , 19 ]. These characteristics have seen them deployed for increasing psychomotor skills during laparoscopic surgery [ 20 , 21 ], teaching first-aid procedures in choking emergencies to nonexperts [ 22 ], and imparting history-taking content to medical students, among others [ 3 , 18 , 23 ].…”

Section: Introductionmentioning

confidence: 99%

An Exploratory Digital Board Game Approach to the Review and Reinforcement of Complex Medical Subjects Like Anatomical Education: Cross-sectional and Mixed Methods Study

Tan¹,

Ng²,

Mogali³

2022

JMIR Serious Games

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Background Serious games have the potential to resolve educational problems faced by medical students, such as insufficient rehearsal due to boredom and lack of motivation. However, serious games’ relatively novel concepts in science and many genres of games that are common in recreation remain underresearched in the literature. Board games are one such genre that, despite their potential, affordability, and flexibility, are rarely designed for medical students, and little is known about student perceptions of them and their compatibility with rehearsal. Objective In this cross-sectional study, we sought to elicit, via an exploratory mixed methods approach, student perceptions of a digital serious board game specifically designed for the gamified rehearsal of complex medical subjects, with the chosen topic of anatomy. Methods A digital serious board game, based on self-determination theory (SDT), was first designed and developed to facilitate the rehearsal of anatomy information. Students were then voluntarily recruited to partake in the intervention and were randomly split into three teams of 2 players per game session, after which they were administered the Flow Short Scale (FSS), which is a 13-item measure where items were rated on a 7-point Likert scale ranging from 1 (“not at all”) to 7 (“very much”). Students then participated in a focus group discussion to elicit their perceptions of the game. Findings from the FSS were subject to descriptive analysis, and the focus group discussion was subject to inductive thematic analysis. Results A total of 12 undergraduate, second-year medical students from the Lee Kong Chian School of Medicine in Singapore participated in the study. FSS results indicated a moderate level of overall flow (mean score 4.94, SD 1.07) via the subdomains of fluency (mean score 4.77, SD 1.13) and absorption (mean score 5.21, SD 1.1). Students perceived the game as fun, enjoyable, engaging, and appropriate as a rehearsal tool that alleviated the monotony of traditional methods of rehearsal. Conclusions Our digital board game–based rehearsal tool, when based on SDT, appeared to be suitable for gamified rehearsal in a fun and enjoyable environment due to its facilitation of intrinsic motivation in its players.

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Gamification in Anatomy Education

Cited by 12 publications

References 29 publications

An educational board game for learning orofacial spaces: An experimental study comparing collaborative and competitive approaches

An educational board game for learning orofacial spaces: An experimental study comparing collaborative and competitive approaches

Student Perception and the Effectiveness of Kahoot!: A Scoping Review in Histology, Anatomy, and Medical Education

An Exploratory Digital Board Game Approach to the Review and Reinforcement of Complex Medical Subjects Like Anatomical Education: Cross-sectional and Mixed Methods Study

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