Veterinary medical education: game-based learning methodology

Abstract

This work aims to present the syllabus content of Animal Vital Systems using the methodology of Game-Based Learning (GBL). The use of Game-Based Learning techniques has promoted teaching and learning in many sciences, including Agricultural Sciences in Higher Education. Complementing traditional teaching models, GBL fosters the necessary motivation for adult learners in their educational process, serving as a significant advantage over methodologies based solely on the teacher's content exposition. Using a board game with true-or-false statements and multiple-choice questions on the topic of Semiotics of the cardiovascular system, participants are randomly selected to answer questions. Starting from the lungs, each player moves through the blood vessels toward the heart and other organs. By answering correctly, the player advances at varying speeds depending on the assigned difficulty level. Incorrect answers reduce the chances of winning, as other players continue to advance through the small (pulmonary) and large (systemic) circulatory systems until returning to the starting point — the lungs. Answers are verified by a referee-player who oversees all moves, manages the rules, and declares the winner. The game Cardiovascularizando combines knowledge assessment, identification of vulnerabilities, teamwork, and an element of chance, all of which create a playful environment that stimulates the study of the specialty alongside traditional teaching methods.