Gamification and Multimedia for Effective Learning of Anatomy

Each person has his own way of learning in a different fascinating way. Medical colleges are perhaps the most ideal target for multimedia. It has the potential for delivering effective teaching. Multimedia equipped education lets the students learn at their own pace and at their own time. It is ideal in distance education and open learning systems wherein students need not to be physically present in class. Students can learn while having fun. Medical education is growing fast. Students of Medical college prefer learning in an easy and effective way preferably through multimedia associated with fun at the same time which help them to understand and remember the content easily.

As current Students are addicted to multimedia, accordingly if instructional curriculum includes gamification and multimedia, the learning becomes interesting when compared to classical pedagogical model associated with memorization. In response, many medical colleges now incorporate technology, enhanced active learning, and multimedia education applications. Education games, medical mobile applications, and virtual patient simulations are gamified training platforms.

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Empirical research is needed to develop a set of guidelines in teaching and learning of Anatomical sciences that facilitate match with current generation students’. Visualizations mediate difficult aspects of Anatomy to be learnt easily. As students use mobile phones secretly in classrooms, if it’s used is modified in constructive way, by introducing the gamification and multimedia technique, by using Anatomy Apps then it becomes a boon in learning. This paper presents strategies for teaching and learning of Anatomy which is a basic science for health professions curricula.

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Recent research has proved that classroom learning plus use of online learning outperforms classical didactic teaching by facilitating effective learning. The study unveils the practicability of adopting combined learning techniques in Anatomy and evaluates the learning experiences of students.

Aims & Objectives

To know the benefits of using gamified and multimedia techniques for teaching and learning Anatomy in an easy and effective way. The aim of this research is to investigate the potential of gamified course design ineffective learning of Anatomy from students’ perspectives. Particularly, we explored how students experience engagement, enjoyability, and learning of Anatomy by making use of the most 10 popular Anatomy apps.

Material & Methods

100 First MBBS students from Apollo Institute of Medical Sciences and Research, Hyderabad, India were chosen for the study. Peer-reviewed literature, commercially published media, and grey literature were searched to compile an archive of recently published scientific evaluations of gamified training platforms and multimedia in the use of Medical Education. Specific educational games, mobile applications, and virtual simulations useful for learning Anatomy were identified and categorized. Available evidence was summarized as it related to potential educational advantages of the identified platforms for medical education.

The following research questions were addressed and their answers were carefully recorded.

How do medical students evaluate and value the use of gamified and multimedia applications:

  1. For triggering interest and enhancing engagement?
  2. For enhancing enjoyment?
  3. For enhancing Anatomy learning?

A total of 10 Anatomy Apps were identified for preclinical training. The multimedia in the form of Anatomy Apps commonly used by the students for learning Anatomy was as follows

  1. Daily Anatomy flashcards
  2. Anatomy learning
  3. Muscle Skeleton -3D Atlas
  4. 3D Bones and Organs
  5. Visual anatomy
  6. Essential Skeleton -3
  7. Skeleton 3D anatomy
  8. Teach me Anatomy
  9. Gray’s Anatomy Atlas (offline)
  10. 3D Anatomy for the Artists


Overall, improved learning outcomes have been demonstrated with multimedia education applications. Games have the potential to promote learning, increase engagement, allow for real-world application, and enhance collaboration. They can also provide opportunities for distance training, learning analytics, and swift feedback.

  1. Learning with the application Teach me Anatomy was viewed as fun by 87 out of 100 students. They were enjoying the task which is connected with learning and collaboration.
    The best review given was ‘My task was to learn a topic and work tasks there; it was fun and developed my vocabulary’.
    Another review was ‘It was great that I could work independently with the online Anatomy App; I could concentrate better and manage my own time consumption’.
  2. Learning with Gray’s Anatomy Atlas (offline) & Anatomy learning was viewed as live and interesting by 83 students out of 100 students, whereas the rest felt that the virtuals did not offer enjoyable learning experiences.
  3. All the students rated Daily Anatomy flashcards & Essential Skeleton -3 as a fun learning tool. 81 out of 100 students found it useful. Even if they made mistakes, they found them to be fun and educational.
  4. Learning with Visual Anatomy & Skeleton 3D Anatomy sessions enhanced feelings of learning Anatomy live. 79 out of 100 students found it beneficial.
  5. Learning with 3D Bones and Organs was ranking next provides for rehearsing vocabulary. 74 out of 100 students found it interesting.
  6. Learning with 3D Anatomy for the Artists made them to learn Anatomy easily. 71 out of 100 students found it fruitful.
  7. Muscle Skeleton -3D Atlas was ranking last among the most popular ten apps of Anatomy. 65 out of 100 students found it good.


Many published studies suggest possible benefits from using gamified media in the medical curriculum. This is a rapidly growing field. More research is required to rigorously evaluate the specific educational benefits of these interventions. This archive of hyperlinked tools can be used as a resource for all levels of medical trainees, providers, and educators. Gamification should create a game-like feel within the study material and learning activities, which have a tendency to increase time spent on studying and improve actual learning. Using gamification and multimedia techniques has increased enjoyment and learning. Furthermore, our aim was to explore other factors that are crucial for engaging students in the course. An important effect of gamification is that it engages students, which can lead to improved learning. 96% of participants considered the work to be fostering engagement. They concluded that it helped them with enhanced oral and written skills. To create an ideal learning environment is essential for students to be at the same skill level, and in this case, using these apps created a fruitful basis for the whole course. The fact that the students found it creative and enjoyable. In addition, 83% of the students considered the course’s overall atmosphere to be fruitful, engaging, and enjoyable from a learning perspective; thus, they appreciated the course’s tolerant and positive atmosphere. Our data indicate that gamification added extra value to fostering engagement, enjoyment and learning.

Cite this page

Gamification and Multimedia for Effective Learning of Anatomy. (2021, Feb 04). Retrieved from

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