LET'S GO! ANATOMY GAME: AN ACTIVE METHODOLOGY TO IMPROVE ANATOMY TEACHING
Abstract
Anatomy is a very dense subject that can lead to stress, fear, lack of confidence and insufficient understanding. The use of interactive games, aiming at active learning instead of entertainment, helps to consolidate knowledge and increases students' interest. It aims to describe the elaboration of a ludic game, which was developed by tutors of the subject Dental Anatomy. This is a descriptive study, of the experience report type, about the experience of tutors of the subject Dental Anatomy for the Dentistry course of the Federal University of Paraíba (UFPB). The game "Let's Go! Anatomy Game" was developed in Wordwall and Jigsaw Planet platforms, Google Forms and Google Slides, aiming to approach the theoretical contents taught in the subject. In total, 15 students showed interest in receiving support from tutors and participated in the game during the 2020.2 and 2021.1 academic periods. After the application of the game "Let's Go! Anatomy Game", the percentage of correct answers in each challenge was counted, defining a score from 0 to 100% of correct answers. Thus, it was observed that the overall average score in the game was 708.33, showing an acceptable knowledge. Thus, it was possible to observe that gamification allowed a light approach to the content and a dynamic review of the subjects. In addition, the development of games helped tutors to develop teaching skills, strengthening their interest in teaching.
Downloads
References
CHAVES, J. L. et al. A Tutoria como Estratégia Educacional no Ensino médico. Revista Brasileira de Educação Médica, v. 38, n. 4, p. 532-541, 2014. Disponível em: https://www.scielo.br/j/rbem/a/cdJMPmwVSgzBynMvGnWV3hc/abstract/?lang=pt
DETERDING, S.; KHALED, R.; NACKE, L.; DIXON, D. Gamification: Toward a definition. Chi, p. 12-15, 2011. Disponível em: http://gamification-research.org/wp-content/uploads/2011/04/02-Deterding-Khaled-Nacke-Dixon.pdf
DIAS, J. D. et al. Design e avaliação de um jogo educacional de anatomia e fisiologia digestória humana. SBC –Proceedings of SBGames, São Paulo, p. 288-294, 2016. Disponível em: https://www.sbgames.org/sbgames2016/downloads/anais/156951.pdf
DINSMORE, C. E.; DAUGHERTY, S.; ZEITZ, H. J. Student response to the gross anatomy laboratory in medical curriculum. Clinical Anatomy, v. 14, p. 231-236, 2001. Disponível em: https://pubmed.ncbi.nlm.nih.gov/11301472/
FONSÊCA, A. et al. A codificação por cores como ferramenta facilitadora no aprendizado da anatomia dos músculos do antebraço. Revista O Anatomista, v. 1, 36-44, 2020. Disponível em:https://www.researchgate.net/publication/343153156_A_CODIFICACAO_POR_CORES_COMO_FERRAMENTA_FACILITADORA_NO_APRENDIZADO_DA_ANATOMIA_DOS_MUSCULOS_DO_ANTEBRACO
GRAFAM, B. Active learning in medical education: strategies for beginning implementation. Med. Teach, v. 29, n. 1, p. 38-42, fev. 2007. Disponível em: https://pubmed.ncbi.nlm.nih.gov/17538832/
GREEN, R.A.; WHITBURN, L.Y. Impact of introduction of blended learning in gross anatomy on student outcomes. Anat. Sci. Educ., v. 9, n. 5, p. 422-430, 2016. Disponível em: https://pubmed.ncbi.nlm.nih.gov/26929149/
JABBAR, A. I. A.; FELICIA, P. Gameplay engagement and learning in game-based learning: A systematic review. Review of educational research, v. 85, n. 4, p. 740-779, 2015. Disponível em: https://journals.sagepub.com/doi/10.3102/0034654315577210
JANSSEN, A. et al. A little healthy competition: using mixed methods to pilot a team-based digital game for boosting medical student engagement with anatomy and histology content. BMC Med. Educ., v. 15, n. 173, 2015. Disponível em: https://pubmed.ncbi.nlm.nih.gov/26459198/
LONGHURST, G. J. et al. Strength, Weakness, Opportunity, Threat (SWOT) Analysis of the Adaptations to Anatomical Education in the United Kingdom and Republic of Ireland in Response to the Covid-19 Pandemic. Anatomical Sciences Education, v. 13, n. 3, p. 301–311, 2020. Disponível em: https://pubmed.ncbi.nlm.nih.gov/32306550/
MARCELLINO, C, N. Lazer e educação. 12ª. Campinas, São Paulo: Papirus Editora, 2007.
MICHAEL, R. Self-efficacy and future career expectations of at-risk adolescents: The contribution of a tutoring program. J. Community Psychology, p. 1-11, 2019. Disponível em: https://onlinelibrary.wiley.com/doi/abs/10.1002/jcop.22163
MORO, C.; PHELPS, C.; STROMBERGA, Z. Utilizing serious games for physiology and anatomy learning and revision. Adv Physiol Educ., v. 44, p. 505-507, 2020. Disponível em: https://pubmed.ncbi.nlm.nih.gov/32795126/
NASRI, N. M. et al. Mitigating the COVID-19 pandemic: a snapshot from Malaysia into the coping strategies for pre-service teachers’ education. Journal of Education for Teaching. v. 46, n. 4, p. 546-553, 2020. Disponível em: https://www.tandfonline.com/doi/abs/10.1080/02607476.2020.1802582?journalCode=cjet20
PASSOS, M. L. S.; ANDRADE, M. B.; ALMEIDA, E. O. F. O Desafio das Metodologias Ativas: construção de um jogo de Escape Room. INFORMÁTICA NA EDUCAÇÃO: teoria & prática, v. 24, n. 3 2021. Disponível em: https://seer.ufrgs.br/index.php/InfEducTeoriaPratica/article/view/109380/65964
PEREIRA, P. F. O.; FIUZA, P. J.; LEMOS, R. R. Aprendizado baseado em jogos digitais no ensino de anatomia utilizando gamificação: uma revisão sistemática da literatura. Criar Educação, v. 8, n. 1, 2019. Disponível em: https://periodicos.unesc.net/ojs/index.php/criaredu/article/view/5012
PURIFICAÇÃO, N. R. C. et al. Gamificação do ensino teórico de anatomia para o curso de farmácia da ufrn na pandemia da covid-19: relato de experiência. Arquivos do Mudi, v. 25, n. 2, p. 14-26, 2021. Disponível em: https://periodicos.uem.br/ojs/index.php/ArqMudi/article/view/59849/751375152528
RONDON, S.; SASSI, F. C.; ANDRADE, C. R. F. Computer game-based and traditional learning method: a comparison regarding students' knowledge retention. BMC Med. Educ., v. 13, n. 30, 2013. Disponível em: https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-13-30
RUSSI, A, C, R. Pedagogia da autonomia: saberes necessários à prática educativa. Conexões, Campinas, SP, v. 9, n. 2, p. 219-226, 2011. Disponível em: https://nepegeo.paginas.ufsc.br/files/2018/11/Pedagogia-da-Autonomia-Paulo-Freire.pdf
SANTOS, S. L. F. et al. (2018). Estratégias facilitadoras no processo ensino-aprendizagem em anatomia humana. Rev. Expr. Catól., v. 7, n. 2, p. 58-62, 2018. Disponível em: http://publicacoesacademicas.unicatolicaquixada.edu.br/index.php/rec/article/view/2511/pdf1
SILVA FILHO, F. C.; PEREIRA, A. C. O uso de jogos digitais para o ensino da anatomia humana: um relato de experiência. Research, Society and Development, v. 9, n. 9, e261996602, 2020.
SOUZA, H. C.; TOLEDO NETO, J. L.; BRAVO, D.S. The importance of anatomy practice using cadavers and newtechnologies in undergraduate biological science and nursing courses. Rev. Arg. de Anat. Clin., v. 8, n. 2, p. 80-86, 2016. Disponível em: https://www.researchgate.net/publication/306292964_THE_IMPORTANCE_OF_ANATOMY_PRACTICE_USING_CADAVERS_AND_NEW_TECHNOLOGIES_IN_UNDERGRADUATE_BIOLOGICAL_SCIENCE_AND_NURSING_COURSES
SUSI, T.; JOHANNESSON, M.; BACKLUND, P. Serious games - An overview. Technical Report HS- IKI -TR-07-001, School of Humanities and Informatics, University of Skövde, Sweden, v. 73, n. 10, p. 28, 2007. Disponível em: https://www.researchgate.net/publication/220017759_Serious_Games_-_An_Overview
TOPPING, K. Peer tutoring: Old method, new developments. Journal for the Study of Education and Development, v. 38, n. 1, p. 1-29, 2015. Disponível em: https://psycnet.apa.org/record/2015-11701-001
VAN GAALEN, A. E. J.; BROUWER, J.; SCHÖNROCK-ADEMA, J.; BOUWKAMP-TIMMER, T.; JAARSMA, A. D. C.; GEORGIADIS, J. R. Gamification of health professions education: a systematic review. Adv. Health Sci. Educ. Theory Pract., v. 26, n. 2, p. 683–711, 2011. Disponível em: https://pubmed.ncbi.nlm.nih.gov/33128662/
VLACHOPOULOS, D. COVID-19: Threat or opportunity for online education? Higher Learning Research Communications, v. 10, n. 1, p. 2., 2020. Disponível em: https://scholarworks.waldenu.edu/hlrc/vol10/iss1/2/
WEBB, T. P.; SIMPSON, D.; DENSON, S.; DUTHIE, E. Gaming used as an informal instructional technique: effects on learner knowledge and satisfaction. J. Surg. Educ., v. 69, n. 3, p. 330-334, 2012. Disponível em: https://pubmed.ncbi.nlm.nih.gov/22483133/
WOO, J. C. Digital Game-Based Learning Supports Student Motivation, Cognitive Success, and Performance Outcomes. Journal of Educational Technology & Society, v. 17, n. 3, p. 291-307, 2014. Disponível em: https://www.researchgate.net/publication/286063834_Digital_Game-Based_Learning_Supports_Student_Motivation_Cognitive_Success_and_Performance_Outcomes
DECLARAÇÃO DE ORIGINALIDADE E DIREITOS AUTORAIS
Declaro que o presente artigo é original, não tendo sido submetido à publicação em qualquer outro periódico nacional ou internacional, quer seja em parte ou em sua totalidade.
Os direitos autorais pertencem exclusivamente aos autores. Os direitos de licenciamento utilizados pelo periódico é a licença Creative Commons Attribution 4.0 (CC BY ): são permitidos o acompartilhamento (cópia e distribuição do material em qualqer meio ou formato) e adaptação (remix, transformação e criação de material a partir do conteúdo assim licenciado para quaisquer fins, inclusive comerciais.
Recomenda-se a leitura desse link para maiores informações sobre o tema: fornecimento de créditos e referências de forma correta, entre outros detalhes cruciais para uso adequado do material licenciado.
