The Use of Educational Games to Explain Complex Concepts Related to Human Physiology

Abstract

Different strategies have been proposed to improve the teaching-learning process in different fields. One option to optimize learning, increasing students' involvement and providing group discussions, is the use of educational games (EG). In this study, we evaluated the students' perceptions about the use of EG as a tool to facilitate the understanding of key concepts related to Human Physiology (HP). Educational games addressing the bioelectric membrane potential and the cardiac cycle were used to complement theoretical classes. After the games' use, the students were invited to evaluate their use. We verified that students consider that EG are interesting tools to improve HP teaching and that they contribute to the understanding of the content worked in the classroom. ResumoDiferentes estratégias têm sido propostas para melhorar o processo de ensino-aprendizagem em diferentes compos. Uma opção para otimizar o aprendizado, aumentando o envolvimento dos alunos e proporcionando discussões em grupo, é o uso de jogos educacionais (JE). Neste estudo, nós avaliamos as percepções dos alunos sobre o uso do JE como uma ferramenta para facilitar o entendimento de conceitos-chave relacionados à Fisiologia Humana (FH). Jogos abordando os potenciais bioelétricos da membrana celular e o ciclo cardíaco foram utilizados para complementar as aulas teóricas de Fisiologia. Após o uso dos jogos, os alunos foram convidados a avaliá-los. Verificamos que os alunos consideram o JE ferramentas interessantes para melhorar o ensino da FH e que contribuem para a compreensão do conteúdo trabalhado em sala de aula.Palavras-chave: Processo ensino-aprendizagem; Metodologias ativas; Jogos educacionais. 41Journal of Biochemistry Education

Behind teaching-learning strategies in physiology: perceptions of students and teachers of Brazilian medical courses

“…On one hand, our study agrees with the finding of Selby et al (45) that showed better scores in multiple-choice tests of medical students who received interactive classes about children's development compared to those who received the content through games. By contrast, das Neves et al (12) reported that educational games about the membrane potential and the cardiac cycle were well accepted by nursing and physiotherapy students in the subject of human physiology, in addition to being perceived as useful tools for enhance learning. These differences observed both for this teaching strategy (educational games) as well as for other active learning methods, could be the result of a combination of specific variables in each cohort studied, among which the following factors can influence the appropriate development of each methodology or teaching strategy and the students satisfaction: experience and ability of the facilitator, tutorials on the structure of the methodology, authenticity of the case analyzed in the classroom, availability of information sources, individual student factors (e.g.…”