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相关概念视频

Anatomy of the Heart01:27

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The human heart is made up of three layers of tissue that are surrounded by the pericardium, a membrane that protects and confines the heart. The outermost layer, closest to the pericardium, is the epicardium. The pericardial cavity separates the pericardium from the epicardium. Beneath the epicardium is the myocardium, the middle layer, and the endocardium, the innermost layer. There are four chambers of the heart: the right atrium, the right ventricle, the left atrium, and the left ventricle.
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Skeletal muscle is the most abundant type of muscle in the body. Tendons are the connective tissue that attaches skeletal muscle to bones. Skeletal muscles pull on tendons, which in turn pull on bones to carry out voluntary movements.
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Mixed Reality Technology and Three-Dimensional Printing in Teaching: Heart Anatomy as an Example
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游戏开始了! 学生设计的解剖学游戏使用基于设计的研究.

Aamna Naveed1, Raeesah Mohammed1, Joseph Lawton1

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

Anatomical sciences education
|March 8, 2026
PubMed
概括

本科生使用基于设计的研究 (DBR) 来创建引人入胜的解剖教育游戏. 这种以学习者为中心的方法成功地为医学学生开发了交互式游戏学习 (GBL) 工具.

关键词:
基于设计的思维.基于游戏的学习.以人为中心的设计

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科学领域:

  • 卫生科学教育健康科学教育
  • 医疗教育 技术 技术 医学教育
  • 解剖学教学学术的教育学

背景情况:

  • 传统的解剖学教育往往缺乏复杂的血管系统的引人入胜,互动的工具.
  • 医学学生需要视觉和动态学习资源来掌握复杂的解剖结构.
  • 基于设计的研究 (DBR) 为教育工具开发提供了一个结构化而又灵活的框架.

研究的目的:

  • 记录本科生应用基于设计的研究 (DBR) 来创建基于游戏的学习 (GBL) 解剖学工具.
  • 探索DBR如何支持设计以学习者为中心的,对复杂解剖学的交互式教育资源.
  • 解决医疗解剖教育中对视觉和引人入胜的学习工具的需求.

主要方法:

  • 本科生应用了DBR的五个阶段 (同情,定义,构想,原型,测试).
  • DBR被用来设计和开发针对医学学生需求的基于游戏的学习 (GBL) 工具.
  • 代设计和测试是创建解剖学教育游戏的核心.

主要成果:

  • 开发了四个解剖游戏 (ORGAN-IZE,脏比赛,病理在游戏中,身体建设),专注于脏和胃肠道血管解剖学.
  • DBR框架促进了以学习者为中心的设计过程,鼓励创造力和基于问题的学习.
  • 学生开发人员成功地创建了交互式GBL工具,以解决解剖教育中的特定需求.

结论:

  • 基于设计的研究 (DBR) 是一个有效的框架,用于在解剖教育中以学生为主导开发基于游戏的学习 (GBL) 工具.
  • DBR促进创新,并与解剖教育的动态性质保持一致.
  • 本研究为有兴趣使用DBR用于教育游戏设计的教育工作者提供了实用指南.