155 - Minigames for Teaching Anatomy and Physiology of the Lung to University Students

Poster Board Number: 155
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : As part of our intelligent interactive tutoring system, Cardiovascular and Respiratory Anatomy Map (CRAM), we have taken a new approach to teaching the human pulmonary system at the university level via minigames. In this poster we show two games that students play to familiarize themselves with the key anatomical and physiological concepts. Playing games engages student interest and enables them to learn without undue stress. Our goal is to help students master this important and complex material at a high degree of accuracy in a fun and entertaining manner.

Students play these games on their own electronic devices. The games belong to a larger ecosystem containing multiple game stages for each covered organ, ranging from fundamental anatomical concepts to more advanced physiological relationships. The first game helps students master the basic terminology required to learn more about the pulmonary system: the primary, secondary and tertiary bronchi and the alveoli, lobes and trachea. Students see a color picture of the lungs. As they drag the name of each part to the correct destination, that part is highlighted. Students receive points for each correct match and choose whether they prefer a timed or untimed game.

The second game moves the learning process toward understanding the physiology of the pulmonary system. The purpose of the second game is to acquaint the student with the process involved in gas exchange in the lungs, in particular how the lungs are oxygenated and simultaneously able to eliminate carbon dioxide. We show students a pulmonary artery containing deoxygenated red blood cells returning to the lung to pick up oxygen and unload the carbon dioxide waste that results from cellular metabolism. Students drag the deoxygenated red blood cells to the alveoli where gas exchange occurs. This gas exchange process is passive and purely the result of diffusion. After the red blood cells pick up the maximum amount of oxygen they can carry, they leave the lung via a pulmonary vein.

Students also see the role of two other organs. The trachea allows an inhaled breath to pass from the nasal cavity to the lungs, ending at the alveoli. The trachea also allows deoxygenated air that is rich in carbon dioxide to exit from the lungs. The trachea is depicted with stripes that represent C shaped cartilaginous reinforcements that prevent collapse during air exchange. This process allows respiration to occur. In usual quiet respiration, the diaphragm, which lies inferior to the lungs, is the sole muscle that increases space in the thoracic cavity. In more active respiration, based on increased activity, additional muscles are recruited to increase the capacity of the lungs to expand.

The game screens have been designed to align the biological images and student activities to the concepts that students need to learn. In each of these games, students learn via active participation rather than by rote memorization.