Results 241 to 250 of about 820,443 (350)

Beyond Kahoot! Reflections and guidelines from a serial gamifying educator on when and how to effectively use games and game elements in anatomical education

Anatomical Sciences Education, EarlyView.
Abstract According to Nietzsche, “In every real [adult], a child is hidden that wants to play.” In everyday life, playfulness and competition can make routine or dull tasks more engaging and can offer educators opportunities to engage a learner in a more entertaining or interactive manner.
Judi Laprade
wiley   +1 more source

Interactive Multimedia Educational Games Based on Problem-Based Learning (PBL) for Ecosystem Material to Enhance Student Learning Motivation

Kadek Ayu Wahyuni, I Made Citra Wibawa, Kade Sathya Gita Rismawan   +2 more
openalex   +2 more sources

Novel application of gamification to support undergraduate anatomy: Student perceptions and performance

Anatomical Sciences Education, EarlyView.
Abstract Anatomy is a foundational component of various medical and paramedical disciplines. Existing research has suggested that games or game elements can improve student interest in musculoskeletal (MSK) anatomy. This project builds on previous gamification and serious game work and incorporates new anatomy‐based games into undergraduate anatomy ...
Emmeline Berger, Jacqueline Carnegie, Christopher J. Ramnanan   +2 more
wiley   +1 more source

Teaching cornerball: a didactic proposal based on the sport education model. [PDF]

Front Sports Act Living
Diez-Fernández P, Rodríguez-Cayetano A, Gutiérrez-Gutiérrez S, Barcala-Furelos M, González-Gutiérrez I, Ruibal-Lista B, López-García S.   +6 more
europepmc   +1 more source

Production of 3D printed biomodels of the canine brain for veterinary neuroanatomy teaching

Anatomical Sciences Education, EarlyView.
Abstract Teaching neuroanatomy presents multiple challenges to both students and teachers, as it is a subject with highly dense content that commonly causes the development of aversion by students, a phenomenon referred to as “neurophobia,” which has been documented in human and veterinary medicine students.
João Victor Barbosa Tenório Fireman, Antônio Chaves de Assis Neto   +1 more
wiley   +1 more source

Teaching in Hospital Educational Centers: Navigating Educational Dialogue in Multifaceted Context. [PDF]

Contin Educ
Hen M, Hadari A, Kizel A.
europepmc   +1 more source

Educational games for health professionals. [PDF]

Cochrane Database Syst Rev, 2013
Akl EA, Kairouz VF, Sackett KM, Erdley WS, Mustafa RA, Fiander M, Gabriel C, Schünemann H.   +7 more
europepmc   +1 more source

The Boom and Bust and Boom of Educational Games

, 2013
Eric Klopfer, Scot Osterweil
openalex   +2 more sources

Moving beyond neurophobia to cultivate the neuroquisitive learner

Anatomical Sciences Education, EarlyView.
Abstract “Neurophobia,” a pervasive fear of the neurological sciences, poses a significant barrier in medical education, affecting learners and physicians worldwide. Its consequences are far‐reaching, contributing to a limited neurology workforce and diminished confidence among non‐specialists in managing neurological conditions.
Joanna R. Appel, Kirsten A. Porter‐Stransky   +1 more
wiley   +1 more source

The effects of traditional games on physical literacy among school-aged children. [PDF]

Front Sports Act Living
Çinar M, Hassani F.
europepmc   +1 more source