Presentation and description of didactic planning in human neuroanatomy through a digital gamification approach an experience report in continuing education

Abstract

This article proposes a gamified teaching plan for the theoretical human neuroanatomy course, aimed at undergraduate students in the health sciences. Its primary objective is to mitigate neurophobia, the fear or aversion to learning neuroscience, and to increase student engagement through playful, interactive strategies. Developed within the context of a continuing education program, the method is grounded in a qualitative experiential report, supported by a literature review and documentary analysis of digital tools such as Kahoot!, AnatomyLearning, and Google Classroom. The plan is structured into five thematic modules, each incorporating interactive games, point-scoring systems, and dynamic formative assessments. These activities are designed to promote progressive, active learning that fosters student autonomy and motivation. Results highlight the use of digital platforms to facilitate three-dimensional visualization of neuroanatomical structures and to create an environment that is both interactive and innovative. In the discussion, the importance of didactic planning as a formative step for participating instructors is acknowledged, although the plan has not yet been implemented in the classroom, which limits its empirical validation. It is concluded that the model offers a solid conceptual basis for innovating neuroanatomy instruction, but its efficacy will depend on future applications. Moreover, reliance on free versions of the digital tools may constrain the full potential of the proposed gamification.