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Fostering Metacognition in Anatomy Education Through Game-Based Learning and a Context-Aware AI Assistant
Sebastián A Burgos-Martínez1,2, Andres Neyem1,2, Matías Cadile1,2
1Computer Science Department, School of Engineering, Pontificia Universidad Católica de Chile, Santiago, Chile.
Clinical Anatomy (New York, N.Y.)
|July 8, 2026
Summary
A new mobile app combines game-based learning with artificial intelligence (AI) to enhance anatomy education. This innovative tool supports metacognitive development and improves access to anatomical resources for health science students.
Area of Science:
- Medical Education
- Anatomy
- Educational Technology
Background:
- Traditional anatomy education faces challenges like limited donor materials and high costs.
- There's a need for accessible, advanced educational technologies in health sciences.
Purpose of the Study:
- To present an interprofessional mobile application integrating game-based learning and AI for anatomy education.
- To evaluate the app's impact on student engagement, learning, and metacognitive development.
Main Methods:
- Developed an app with high-fidelity images, interactive features, and an AI assistant (generative AI and RAG).
- Conducted two experimental cycles with over 250 undergraduate health science students.
- Assessed metacognitive outcomes via questionnaires, learning logs, and focus groups.
Main Results:
- High student engagement: 608 AI chat sessions, 1294 AI messages, 404 AI quizzes.
- 90% of AI interactions received positive evaluations; 85% found the app a valuable complement.
- Significant improvements in metacognitive skills: conditional knowledge (33%-50%), planning (76%-88%), depuration (76%-88%).
Conclusions:
- Game-based learning with context-aware AI can effectively supplement traditional anatomy education.
- The app enhances motivation, self-directed learning, and exploration of anatomical content.
- This approach supports metacognitive development and broadens access to quality anatomy resources.
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