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Constructionist Learning in Anatomy Education: What Anatomy Students Can Learn through Serious Games Development

Ma, Minhua, Bale, Kim and Rea, Paul (2012) Constructionist Learning in Anatomy Education: What Anatomy Students Can Learn through Serious Games Development. In: Serious Games Development and Applications, Lecture Notes in Computer Science, LNCS 7528. Lecture Notes in Computer Science (7528). Springer, pp. 43-58. ISBN 978-3-642-33687-4

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In this paper we describe the use of 3D games technology in human anatomy education based on our MSc in Medical Visualisation and Human Anatomy teaching practice, i.e. students design and develop serious games for anatomy education using the Unity 3D game engine. Students are engaged in this process not only as consumers of serious games, but as authors and creators. The benefits of this constructionist learning approach are discussed. Five domains of learning are identified, in terms of what anatomy students, tutors, and final users (players) can learn through serious games and their development process. We also justify the 3D engine selected for serious game development and discuss main obstacles and challenges to the use of this constructionist approach to teach non-computing students. Finally, we recommend that the serious game construction approach can be adopted in other academic disciplines in higher education.

Item Type: Book Chapter
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
Q Science > QA Mathematics > QA75 Electronic computers. Computer science
Q Science > QA Mathematics > QA76 Computer software
Schools: School of Art, Design and Architecture
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Depositing User: Minhua Ma
Date Deposited: 28 Jan 2015 12:18
Last Modified: 28 Aug 2021 18:34


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