The Use of Educational Games as a Tool in the Teaching of Anatomy and Human Physiology

Abstract

Educational games are play activities that have specialized pedagogical objectives for the development of students' reasoning and learning. Thus games can be considered an educational resource that allows the integral and dynamic development of the individual, besides favoring the construction of autonomy, creativity, responsibility and cooperation. In this way the present research aims to evaluate the students' learning through an educational game in the teaching of human anatomy and physiology. A transversal, exploratory, descriptive study with a quantitative approach was carried out at a basic education school located in the interior of Brazil. Fifty high school students aged 14 to 19 years participated in the study. As a data collection instrument, a semi‐structured interview was used based on NEVES's work, 2010 containing elements for the identification and characterization of the participants, as well as 10 descriptive questions about games in anatomy teaching. The Mann Whitney test was used to analyze the data. Observed a statistically significant difference in the students' perception of learning after the application of the educational games, the students had a high score 5 (5–4) when compared with the one with low perception of learning 3 (3‐2). It was found that 74% of the students stated that the game was regular, 18% easy, 6% and 2% was classified in a complex context. It was observed that playful interventions proved to be effective as a new teaching proposal, because it favored the fixation and acquisition of knowledge in an atmosphere of playfulness and enthusiasm, becoming a relevant tool for teaching complex subjects such as Anatomy and Physiology Human.Support or Funding InformationThis study received funding of CAPESThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.