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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 0009-0009-5236-2832), Joseph Lawton, Jada Gibson, Aditya Kalra, Bruce Wainman (ORCID 0000-0001-7616-961X), Yasmeen Mezil (ORCID 0009-0008-4335-3873)
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
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  Data: Game on! Student-Designed Anatomy Games Using Design-Based Research
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  Data: <searchLink fieldCode="AR" term="%22Aamna+Nave%22">Aamna Nave</searchLink><br /><searchLink fieldCode="AR" term="%22Raeesah+Mohamm%22">Raeesah Mohamm</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-5236-2832">0009-0009-5236-2832</externalLink>)<br /><searchLink fieldCode="AR" term="%22Joseph+Lawton%22">Joseph Lawton</searchLink><br /><searchLink fieldCode="AR" term="%22Jada+Gibson%22">Jada Gibson</searchLink><br /><searchLink fieldCode="AR" term="%22Aditya+Kalra%22">Aditya Kalra</searchLink><br /><searchLink fieldCode="AR" term="%22Bruce+Wainman%22">Bruce Wainman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7616-961X">0000-0001-7616-961X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yasmeen+Mezil%22">Yasmeen Mezil</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-4335-3873">0009-0008-4335-3873</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Anatomical+Sciences+Education%22"><i>Anatomical Sciences Education</i></searchLink>. 2026 19(6):793-802.
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  Data: 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
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  Data: 10.1002/ase.70205
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  Data: 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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      – SubjectFull: Anatomy
        Type: general
      – SubjectFull: Game Based Learning
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      – SubjectFull: Undergraduate Students
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      – TitleFull: Game on! Student-Designed Anatomy Games Using Design-Based Research
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