Empowering human anatomy education through gamification and artificial intelligence: An innovative approach to knowledge appropriation

Gamification has appeared as an alternative educational methodology to traditional tools. Specifically, in anatomy teaching, multiple technological applications have emerged in response to the difficulties of accessing cadaveric material; however, there is insufficient information about the effects...

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Published inClinical anatomy (New York, N.Y.) Vol. 37; no. 1; pp. 12 - 24
Main Authors Castellano, Mónica Stambuk, Contreras‐McKay, Ignacio, Neyem, Andrés, Farfán, Emilio, Inzunza, Oscar, Ottone, Nicolás E., Sol, Mariano, Alario‐Hoyos, Carlos, Alvarado, Macarena Soto, Tubbs, R. Shane
Format Journal Article
LanguageEnglish
Published Hoboken, USA John Wiley & Sons, Inc 01.01.2024
Wiley Subscription Services, Inc
Subjects
Anatomy
Anatomy - education
Artificial Intelligence
Cadavers
Education
Education, Medical
Gamification
Humans
Learning
Power, Psychological
Recommender systems
Students
Chile
gamification
anatomy
artificial intelligence
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Summary:Gamification has appeared as an alternative educational methodology to traditional tools. Specifically, in anatomy teaching, multiple technological applications have emerged in response to the difficulties of accessing cadaveric material; however, there is insufficient information about the effects of these applications on the performance achieved by students, or about to the best way to adapt learning to meet their educational needs. In this study, we investigated how teaching human anatomy through a mobile gamified technological tool containing recommendation systems can be combined with a virtual assistant to improve the learning and academic performance of medical students in the Anatomy Department at the Universidad de La Frontera in Temuco, Chile and the Anatomy Department at the Pontificia Universidad Católica de Chile. In total, 131 students participated in the experiment, which was divided into two case studies. The main findings led to the conclusion that gamified components support students in learning anatomy. In addition, the predictions and recommendations provided by the virtual assistant enabled the academic aspects that the students needed to improve to be extracted adequately. Future work is expected to support adaptive learning by incorporating new artificial intelligence in education elements that can generate personalized scenarios for studying anatomy based on the application.
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ISSN:0897-3806
1098-2353
DOI:10.1002/ca.24074