Beyond Kahoot! Reflections and Guidelines from a Serial Gamifying Educator on When and How to Effectively Use Games and Game Elements in Anatomical Education
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| Title: | Beyond Kahoot! Reflections and Guidelines from a Serial Gamifying Educator on When and How to Effectively Use Games and Game Elements in Anatomical Education |
|---|---|
| Language: | English |
| Authors: | Judi Laprade (ORCID |
| Source: | Anatomical Sciences Education. 2026 19(6):859-868. |
| 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 Opinion Papers |
| Descriptors: | Gamification, Games, Play, Science Education, Anatomy, Value Added Models, Recall (Psychology), Teamwork, Learner Engagement, Critical Thinking, Vignettes, Relevance (Education) |
| DOI: | 10.1002/ase.70158 |
| ISSN: | 1935-9772 1935-9780 |
| Abstract: | According to Nietzsche, "In every real [adult], a child is hidden that wants to play." In everyday life, playfulness and competition can make routine or dull tasks more engaging and can offer educators opportunities to engage a learner in a more entertaining or interactive manner. Learning anatomy in a meaningful and comprehensive manner requires an ability to memorize an enormous volume of material and then applying the foundational content to make sense of it within real-world applications. Adding game elements or gamification within a teaching and learning space requires considerations by educators on the most effective use of their time, ability, and resources, as well as a clear understanding of the purpose of gamifiying their class or laboratory. Drawing upon 25 years of experience and feedback in implementing gamification and real games for anatomy learners in class, laboratory, and review, this article provides multiple examples and reflections/criteria for when gamification within a curriculum is value-added. The author offers approaches for targeting recall, team building, learner engagement through in-class knowledge checks and review sessions, game assignments, and even critical thinking using bespoke anatomy games addressing real-world application scenarios. Examples include several simple and low-tech options, adaptations of existing games, as well as commercial or custom games, which can be implemented as competitions. The author provides reflections and implementation recommendations for these approaches, the use of reward systems as well as web resources for building, adapting, or utilizing games outright. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507839 |
| Database: | ERIC |
| Abstract: | According to Nietzsche, "In every real [adult], a child is hidden that wants to play." In everyday life, playfulness and competition can make routine or dull tasks more engaging and can offer educators opportunities to engage a learner in a more entertaining or interactive manner. Learning anatomy in a meaningful and comprehensive manner requires an ability to memorize an enormous volume of material and then applying the foundational content to make sense of it within real-world applications. Adding game elements or gamification within a teaching and learning space requires considerations by educators on the most effective use of their time, ability, and resources, as well as a clear understanding of the purpose of gamifiying their class or laboratory. Drawing upon 25 years of experience and feedback in implementing gamification and real games for anatomy learners in class, laboratory, and review, this article provides multiple examples and reflections/criteria for when gamification within a curriculum is value-added. The author offers approaches for targeting recall, team building, learner engagement through in-class knowledge checks and review sessions, game assignments, and even critical thinking using bespoke anatomy games addressing real-world application scenarios. Examples include several simple and low-tech options, adaptations of existing games, as well as commercial or custom games, which can be implemented as competitions. The author provides reflections and implementation recommendations for these approaches, the use of reward systems as well as web resources for building, adapting, or utilizing games outright. |
|---|---|
| ISSN: | 1935-9772 1935-9780 |
| DOI: | 10.1002/ase.70158 |
