Anatomically Correct: Implementing and Evaluating an Educational Digital Game for Applied Sciences Students

Abstract

Digital games are a common form of entertainment in modern society and are increasingly prevalent in health education. However, little research has been conducted into their use for delivering anatomy and histology education for health students. This is surprising considering the difficulty many health students have learning anatomy and histology. The study used a mixed methodology, consisting of a controlled trial and qualitative evaluation of learner attitudes towards the digital game. The trial stratified learners into two groups: a digital game group and a multiple-choice quiz group, for one semester. At the end of semester final examination results from the two groups were compared to see if the digital game was a comparable means of revising anatomy and histology subject matter. Additionally, an online survey and semi-structured interviews were used to explore student attitudes towards the digital game. Findings demonstrated that a digital game could be as effective as alternative methods to support revision of anatomy subject matter. Further, results post-intervention survey (n=10) and semi-structured interviews (n=6) showed that students were interested in the use of digital games to support revision and enjoyed their experiences using the digital game during their studies.