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Updated: Mar 10, 2026

Mixed Reality Technology and Three-Dimensional Printing in Teaching: Heart Anatomy as an Example
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Game on! Student-designed anatomy games using design-based research.

Aamna Naveed1, Raeesah Mohammed1, Joseph Lawton1

  • 1Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada.

Anatomical Sciences Education
|March 8, 2026
PubMed
Summary
This summary is machine-generated.

Undergraduate students used Design-Based Research (DBR) to create engaging anatomy education games. This learner-centered approach successfully developed interactive Game-Based Learning (GBL) tools for medical students.

Keywords:
design‐based thinkinggame‐based learninghuman‐centered design

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Area of Science:

  • Health Sciences Education
  • Medical Education Technology
  • Anatomy Pedagogy

Background:

  • Traditional anatomy education often lacks engaging, interactive tools for complex vascular systems.
  • Medical students require visual and dynamic learning resources to grasp intricate anatomical structures.
  • Design-Based Research (DBR) offers a structured yet flexible framework for educational tool development.

Purpose of the Study:

  • To document the application of Design-Based Research (DBR) by undergraduate students in creating Game-Based Learning (GBL) tools for anatomy.
  • To explore how DBR supports the design of learner-centered, interactive educational resources for complex anatomy.
  • To address the need for visual and engaging learning tools in medical anatomy education.

Main Methods:

  • Undergraduate students applied the five stages of DBR (empathize, define, ideate, prototype, test).
  • DBR was utilized to design and develop Game-Based Learning (GBL) tools tailored to medical students' needs.
  • Iterative design and testing were central to creating anatomy educational games.

Main Results:

  • Four anatomy games (ORGAN-IZE, Renal Race, Pathology at Play, Body Building) were developed focusing on renal and gastrointestinal vascular anatomy.
  • The DBR framework facilitated a learner-centered design process, encouraging creativity and problem-based learning.
  • Student developers successfully created interactive GBL tools addressing specific needs in anatomy education.

Conclusions:

  • Design-Based Research (DBR) is an effective framework for student-led development of Game-Based Learning (GBL) tools in anatomy education.
  • DBR fosters innovation and aligns with the dynamic nature of anatomical education.
  • This study provides a practical guide for educators interested in using DBR for educational game design.