Abstract
The importance of learning about the human body and its internal organ is undeniable as it encourages an individual to care about their health and lifestyle. Elementary school students who are beginning to learn about the human internal organ are usually faced with the difficulty of comprehending vital information of each internal organ, such as its appearance, its position in the human body, and its role to ensure the livelihood of a human being. Facing with this difficulty, students usually could not fully understand the important roles these internal organs play, and this would be a challenge to students to pay attention in taking care of their own health. Several medical researches had ventured into enabling such learning through an experiential learning process via a board game, enabling learners to gain new knowledge of the human internal organ and understand vital roles of the internal organ, and the consequences if one does not take care of them. Enlighten by a “Human Body Model” toy manufactured by MegaHouse, this research attempted to improve the game playing process of the toy by introducing additional software and the usage of sensors in the toy, resulting in a 3D board game. Students’ interaction data were collected by the reader, and instantaneous feedbacks were provided to students accordingly. The results of the research show that the design of the 3D board game had effectively improved students’ learning experience and also their learning performance. Several decisions on the research design and noticeable observations during the research process were discussed in the chapter for the usage of teachers, educators, and future researchers.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Joseph, W., & David, P. (2016). Adapted physical education and sport (6th ed.). Champaign, IL: Human Kinetics.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. Upper Saddle River, NJ: FT press.
Peralta, L. R., Dudley, D. A., & Cotton, W. G. (2016). Teaching healthy eating to elementary school students: A scoping review of nutrition education resources. Journal of School Health, 86(5), 334–345.
Piaget, J. (1965). The stages of the intellectual development of the child. Educational Psychology In Context: Readings For Future Teachers, 63, 98–106.
Blakely, G., Skirton, H., Cooper, S., Allum, P., & Nelmes, P. (2010). Use of educational games in the health professions: A mixed-methods study of educators’ perspectives in the UK. Nursing and Health Sciences, 12(1), 27–32.
Papastergiou, M. (2009). Exploring the potential of computer and video games for health and physical education: A literature review. Computers and Education, 53(3), 603–622.
Sand, J., Elison-Bowers, P., Wing, T. J., & Kendrick, L. (2014). Experiential learning and clinical education. Academic Exchange Quarterly, 18(4), 43–48.
Whittam, A. M., & Chow, W. (2017). An educational board game for learning and teaching burn care: A preliminary evaluation. Scars, Burns and Healing, Vol. 3. https://doi.org/10.1177/2059513117690012.
Treher, E. N. (2011). Learning with board games. Northern Minnesota, MN: The Learning Key Inc.
Van Eck, R. (2006). Digital game-based learning: It’s not just the digital natives who are restless. EDUCAUSE Review, 41(2), 16.
Tobias, S., Fletcher, J. D., & Wind, A. P. (2014). Game-based learning. Handbook of research on educational communications and technology (pp. 485–503). New York, NY: Springer.
Qian, M., & Clark, K. R. (2016). Game-based learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50–58.
Wu, W. H., Hsiao, H. C., Wu, P. L., Lin, C. H., & Huang, S. H. (2012). Investigating the learning-theory foundations of game-based learning: A Meta-analysis. Journal of Computer Assisted learning, 28(3), 265–279.
Chiarello, F., & Castellano, M. G. (2016). Board games and board game design as learning tools for complex scientific concepts: Some experiences. International Journal of Game-Based Learning (IJGBL), 6(2), 1–14.
Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning and Education, 4(2), 193–212. https://doi.org/10.5465/amle.2005.17268566.
Kolb, A. Y., & Kolb, D. A. (2012). Experiential learning theory. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 1215–1219). Boston, MA: Springer.
Binson, B., & Lev-Wiesel, R. (2018). Promoting personal growth through experiential learning: The case of expressive arts therapy for lecturers in Thailand. Frontiers in Psychology, 8, 2276.
Hsieh, Y. H., Lin, Y. C., & Hou, H. T. (2015). Exploring elementary-school students’ engagement patterns in a game-based learning environment. Journal of Educational Technology and Society, 18(2), 336–348.
Stein, M. (2018). Theories of experiential learning and the unconscious. In Experiential Learning in Organizations (pp. 19–36). Routledge.
Han, D.-K. (2008). Wode diyitang youqu de renti changshi ke [My First interesting human body class]. Taipei, Taiwan: Meiyi Academy.
Shuri, T. (2010). Renti gouzao yu jineng de aomi (tujie ban) [The Mystery of human body structure and function (Graphic version)]. Taichung, Taiwan: Morning Star Publication.
Yan, M. (2013). Wajue qianzai de nengli: Shenti gongneng [Mining potential energy: Body function]. Changchun, China: Jilin Publishing Group Co., Ltd.
Zhang, R. (2013). Renti de bimi: Chatu ban [The Secret of the Human Body: An Illustration]. Lanzhou, China: Gansu Science and Technology Press.
Han, Z. (2010). Renti de aomi [Human mystery]. Yinchuan, China: Ningxia Children’s Publishing House.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum.
Acknowledgements
This work was supported by the Intelligent Electronic Commerce Research Center from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan and by the Ministry of Science and Technology, Taiwan, under project numbers MOST-108-2511-H-224-008-MY3, MOST-107-2511-H-224-007-MY3, and MOST-106-2511-S-224-005-MY3.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Zheng, YJ., Cheng, IL., Chew, S.W., Chen, NS. (2019). Designing a 3D Board Game on Human Internal Organs for Elementary Students. In: Tlili, A., Chang, M. (eds) Data Analytics Approaches in Educational Games and Gamification Systems. Smart Computing and Intelligence. Springer, Singapore. https://doi.org/10.1007/978-981-32-9335-9_9
Download citation
DOI: https://doi.org/10.1007/978-981-32-9335-9_9
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-32-9334-2
Online ISBN: 978-981-32-9335-9
eBook Packages: Computer ScienceComputer Science (R0)