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Development of a Framework for Implementing Digital Serious Games in Anatomy Education: A Single-Centre Qualitative Study

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Title: Development of a Framework for Implementing Digital Serious Games in Anatomy Education: A Single-Centre Qualitative Study
Language: English
Authors: Arthur Chin Haeng Lau (ORCID 0000-0002-2676-5277), James Pickering (ORCID 0000-0002-0494-6712)
Source: Anatomical Sciences Education. 2026 19(6):822-832.
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: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Computer Games, Educational Games, Anatomy, Science Education, Medical Education, Hospitals, Foreign Countries, Design, Medical Students, Student Attitudes, Instructional Effectiveness, Bias, Time Management, Ethics, Laboratory Procedures, Donors, Human Body, Human Dignity, Equal Education, Student Centered Learning, Evidence Based Practice
Geographic Terms: United Kingdom (Leeds)
DOI: 10.1002/ase.70218
ISSN: 1935-9772
1935-9780
Abstract: Serious games are emerging as innovative tools in medical education, yet their adoption in anatomy teaching remains limited due to educator hesitancy, institutional constraints, and design challenges. This qualitative study explores the perspectives of anatomy educators on digital serious games and proposes a framework for their implementation. Semi-structured interviews were conducted with ten anatomy educators from the University of Leeds and Leeds Teaching Hospital. Reflexive thematic analysis revealed four overarching themes: conceptual understanding of serious games, perceived utility in teaching and learning, factors influencing adoption, and design of serious games. While participants recognized serious games as potentially effective and engaging learning tools, they expressed concerns regarding stigma, time constraints, and a lack of evidence on efficacy. A novel finding was the ethical recommendation to exclude cadaveric specimens from game content to preserve donor dignity. Participants also emphasized the importance of inclusive design to accommodate diverse student needs and ensure equitable learning. Based on the themes generated, a framework for implementing serious games was proposed, integrating components of curriculum alignment, educator support, and student-centered design. The framework highlights the importance of stakeholder involvement, including student buy-in, institutional support, and gradual familiarization to overcome adoption barriers. This study contributes to the growing discourse on educational innovation in anatomy by offering practical guidance for ethically and pedagogically sound integration of serious games into curricula. It also calls for broader institutional support and evidence-driven design to support meaningful implementation.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507866
Database: ERIC
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  Data: Development of a Framework for Implementing Digital Serious Games in Anatomy Education: A Single-Centre Qualitative Study
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  Data: <searchLink fieldCode="AR" term="%22Arthur+Chin+Haeng+Lau%22">Arthur Chin Haeng Lau</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2676-5277">0000-0002-2676-5277</externalLink>)<br /><searchLink fieldCode="AR" term="%22James+Pickering%22">James Pickering</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0494-6712">0000-0002-0494-6712</externalLink>)
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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: 11
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28Leeds%29%22">United Kingdom (Leeds)</searchLink>
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  Data: 10.1002/ase.70218
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  Data: Serious games are emerging as innovative tools in medical education, yet their adoption in anatomy teaching remains limited due to educator hesitancy, institutional constraints, and design challenges. This qualitative study explores the perspectives of anatomy educators on digital serious games and proposes a framework for their implementation. Semi-structured interviews were conducted with ten anatomy educators from the University of Leeds and Leeds Teaching Hospital. Reflexive thematic analysis revealed four overarching themes: conceptual understanding of serious games, perceived utility in teaching and learning, factors influencing adoption, and design of serious games. While participants recognized serious games as potentially effective and engaging learning tools, they expressed concerns regarding stigma, time constraints, and a lack of evidence on efficacy. A novel finding was the ethical recommendation to exclude cadaveric specimens from game content to preserve donor dignity. Participants also emphasized the importance of inclusive design to accommodate diverse student needs and ensure equitable learning. Based on the themes generated, a framework for implementing serious games was proposed, integrating components of curriculum alignment, educator support, and student-centered design. The framework highlights the importance of stakeholder involvement, including student buy-in, institutional support, and gradual familiarization to overcome adoption barriers. This study contributes to the growing discourse on educational innovation in anatomy by offering practical guidance for ethically and pedagogically sound integration of serious games into curricula. It also calls for broader institutional support and evidence-driven design to support meaningful implementation.
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        Value: 10.1002/ase.70218
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      – Text: English
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