In this paper we describe the use of 3D games technology in human#R##N#anatomy education based on our MSc in Medical Visualisation and Human#R##N#Anatomy teaching practice, i.e. students design and develop serious games for anatomy education using the Unity 3D game engine. Students are engaged in this process not only as consumers of serious games, but as authors and creators. The benefits of this constructionist learning approach are discussed. Five domains of learning are identified, in terms of what anatomy students, tutors, and final users (players) can learn through serious games and their development process. We also justify the 3D engine selected for serious game development and discuss main obstacles and challenges to the use of this constructionist approach to teach noncomputing#R##N#students. Finally, we recommend that the serious game construction#R##N#approach can be adopted in other academic disciplines in higher education.#R##N##R##N#Keywords: Serious games, game engines, game development, medical education, human anatomy, anatomy education, constructionist learning.
['Minhua Ma', 'Kim Bale', 'Paul Rea']
Constructionist Learning in Anatomy Education: What Anatomy Students Can Learn through Serious Games Development