124 - For Students, by Students: A Story of Design-based Research and Gamification in the Anatomy Lab

Poster Board Number: 124
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Aamna Naveed - Health Sciences - McMaster University; Raeesah Mohammed - Health Sciences - McMaster University; Joseph Lawton - Health Sciences - McMaster University; Bruce Wainman - Education Program in Anatomy - McMaster University; Yasmeen Mezil - Education Program in Anatomy - McMaster University

Abstract Body : Design-based research (DBR) is a creative methodology that applies the design-thinking framework (empathize, define, ideate, prototype, and test) and is well suited to projects requiring iterative development. DBR can be used by designers to develop learning tools tailored to students’ distinct needs through the development of insights that improve educational practices. Given this, undergraduate research students at McMaster University were introduced to DBR and, by adopting the role of designers, investigated whether the method could be applied by students to create educational activities that meet the specific needs of their peers. We began by reflecting on the challenges we faced when studying anatomy and empathized with medical students. This revealed the need for visual, engaging activities that foster collaboration and active recall. We identified that aspects of game-based learning, like competition and reward, would encourage our peers to engage with course material. Based on this, we drew inspiration from existing games during the ideation process to generate ideas that addressed the identified needs. Prototypes were created, including digital sketches of playing cards, paper mockups of board games, and clay figures to depict a 3D model. When testing these prototypes, we collected feedback from peers, faculty, and medical students across McMaster campuses. Thematic analysis of the feedback shaped subsequent iterations and influenced the development of higher fidelity prototypes. Multiple testing and feedback cycles culminated in the development of final game designs. Several insights were gained about the student experience in using DBR to design educational activities for peers. Because we were part of the community being designed for, we experienced an advantage during the design process. By empathizing, we identified challenges that student, including ourselves, struggle with when learning anatomy. During ideation, we were influenced by our own biases and incorporated elements from our preferred study methods, such as active recall and collaboration, into our designs. Moreover, we found that the stages of DBR were well applicable to this project. Prototyping was found to allow for the visualization of ideas and assessment of their alignment with project objectives. Through gathering feedback, we learned to detach from our original ideas and embrace the iterative process of design thinking. Gathering feedback from a diverse group of peers and faculty shaped final designs, indicating the value of co-design. Our findings suggest that design efforts led by students, aligned with the DBR approach, are effective in creating learner-focused educational tools. This implies its broader applicability as a framework that prioritizes user-centric design.