Guidelines for designing and implementing game-based learning in comparative anatomy education.

Abstract

Game-based learning (GBL) is increasingly used in health professions anatomy education to promote engagement, knowledge acquisition, collaboration, and application of knowledge. However, its application to comparative veterinary anatomy remains fragmented, with limited guidance on how games can be systematically designed around the specific demands of learning anatomy across different species and body systems. This article proposes a context-specific framework for the design and implementation of GBL specifically in comparative anatomy education, integrating principles of serious game design, instructional design, motivation, and knowledge consolidation. The framework conceptualizes GBL as an iterative process comprising four interconnected components: design, game cycle, drivers and product, and consolidation. Building on this framework, this discursive article presents a step-by-step approach for educators covering pedagogical justification, selection of appropriate anatomical content, definition of learning outcomes and game goals, identification of learners and context, game design and alignment, pilot testing and iteration, legal and ethical considerations, and curricular implementation. Examples of puzzles, matching games, virtual and augmented reality activities, quizzes, simulations, and role-playing games are presented to illustrate how different game mechanics can address specific challenges and learning outcomes in teaching and learning comparative anatomy. This discursive article also explores accessibility, inclusivity, sustainability, and resource requirements for implementing GBL in comparative anatomy education, providing practical guidance for educators seeking to develop purposeful, scalable, and educationally aligned GBL interventions.