Game on! Student-Designed Anatomy Games Using Design-Based Research
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| Title: | Game on! Student-Designed Anatomy Games Using Design-Based Research |
|---|---|
| Language: | English |
| Authors: | Aamna Nave, Raeesah Mohamm (ORCID |
| Source: | Anatomical Sciences Education. 2026 19(6):793-802. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Anatomy, Game Based Learning, Undergraduate Students, Foreign Countries, Design, Science Education, Medical Students, Material Development, Instructional Materials, Medical Education |
| Geographic Terms: | Canada |
| DOI: | 10.1002/ase.70205 |
| ISSN: | 1935-9772 1935-9780 |
| Abstract: | This article documents the process in which undergraduate students in the Faculty of Health Sciences at McMaster University applied Design-Based Research (DBR) to develop Game-Based Learning (GBL) tools for anatomy education. It describes the student developers' approaches in applying DBR to design game-based learning tools for complex anatomy content, with the goal of addressing medical students' needs for visual, engaging, and interactive learning tools. The DBR framework, characterized by five stages (empathize, define, ideate, prototype, and test), was found to be instrumental for student developers to use in creating learner-centered tools, with each stage contributing uniquely to the design process. In addition, DBR encouraged experimentation, creative thinking, and problem-based learning, aligning with the dynamic and exploratory nature of innovation in anatomical education. This project led to the development of four anatomy games situated in the context of renal and gastrointestinal vascular anatomy: "ORGAN-IZE", "Renal Race", "Pathology at Play", and "Body Building." The documentation of each stage of the development process of these games, as presented in this article, offers a practical resource for educators interested in adopting DBR as a framework for student-led educational game design. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507753 |
| Database: | ERIC |
| Abstract: | This article documents the process in which undergraduate students in the Faculty of Health Sciences at McMaster University applied Design-Based Research (DBR) to develop Game-Based Learning (GBL) tools for anatomy education. It describes the student developers' approaches in applying DBR to design game-based learning tools for complex anatomy content, with the goal of addressing medical students' needs for visual, engaging, and interactive learning tools. The DBR framework, characterized by five stages (empathize, define, ideate, prototype, and test), was found to be instrumental for student developers to use in creating learner-centered tools, with each stage contributing uniquely to the design process. In addition, DBR encouraged experimentation, creative thinking, and problem-based learning, aligning with the dynamic and exploratory nature of innovation in anatomical education. This project led to the development of four anatomy games situated in the context of renal and gastrointestinal vascular anatomy: "ORGAN-IZE", "Renal Race", "Pathology at Play", and "Body Building." The documentation of each stage of the development process of these games, as presented in this article, offers a practical resource for educators interested in adopting DBR as a framework for student-led educational game design. |
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| ISSN: | 1935-9772 1935-9780 |
| DOI: | 10.1002/ase.70205 |
