Ludicidade e tecnologias como ferramentas no ensino de anatomia: um estudo quase experimental

Abstract

Nowadays, the task of teaching is a great challenge, especially when we face several barriers in the teaching and learning process. In this study, the focus is on new anatomy teaching and learning solutions, such as playful experiences as a tool for improving anatomy teaching. This study examines how playfulness can contribute to improving anatomy learning. Based on these premises, the objective of this work was to investigate whether the use of a playful tool promoted meaningful learning. A quasi-experimental study with a quantitative approach was carried out with health sciences students. To evaluate learning, a teaching platform associated with playfulness with dolls was applied. In the study design, they were divided into two groups, one traditional and the other using play. No significant differences were detected between learning in relation to sex (P >0.05). The results demonstrate that there was a statistically significant difference in learning in the group that used playfulness with the tool when compared to the traditional group (p >0.05). Regarding motivational aspects, students who used playful activities demonstrated greater motivation for learning with the cadaver when compared to the traditional group (p>0.05). It was observed that the playfulness strategy promoted long-term learning when compared to the traditional group. The results provide evidence that playfulness works as an essential tool in the anatomy teaching and learning process.