EpicGlote: An Educational Minigame for Teaching Epiglottis Function
Resumo
Introduction: Teaching dynamic physiological processes such as the swallowing mechanism and the protective function of the epiglottis can be challenging when using only static anatomical representations. Objective: This work presents the design and development of an educational game focused on teaching the anatomy and function of the epiglottis during swallowing. Methodology: The game combines narrative contextualization with interactive mechanics in which players control a simplified simulation of epiglottic movement to prevent food from entering the airway while managing airflow, supported by a real-time 3D anatomical model. The MEEGA+ instrument was used to evaluate usability and player experience with 37 participants. Results: MEEGA+ results indicated positive acceptance of the game across multiple dimensions (overall mean 3.72/5), with the highest scores observed in Operability (4.32), Perceived Learning (4.28), Learnability (4.27), and Relevance (4.19). The game achieved a good IRT quality score (47.90), suggesting positive educational potential as a complementary tool for anatomy learning.
Palavras-chave:
Serious Games, Anatomy Education, Epiglottis, Game-Based Learning, Educational Technology
Referências
Adnan, S., Michael, P., Benson, A. C., e Xiao, J. (2024). Junior and senior students possess differential preferences towards multimodal digital anatomy resources. Clinical Anatomy, 37(7):746–760.
Bork, F., Lehner, A., Eck, U., Navab, N., Waschke, J., e Kugelmann, D. (2021). The effectiveness of collaborative augmented reality in gross anatomy teaching: A quantitative and qualitative pilot study. Anatomical Sciences Education, 14(5).
Buajeeb, W., Reynolds, P. A., Boontub, H., Tangmanpuwadol, Y., e Sipiyaruk, K. (2024). Comparison of the effectiveness of a serious game and pre-recorded lecture in diagnosis and treatment planning of oral lesions for dental students. Scientific Reports, 14(1):30641.
Castellano, M. S., Contreras-McKay, I., Neyem, A., Farfán, E., Inzunza, O., Ottone, N. E., del Sol, M., Alario-Hoyos, C., Alvarado, M. S., e Tubbs, R. S. (2024). Empowering human anatomy education through gamification and artificial intelligence: An innovative approach to knowledge appropriation. Clinical Anatomy, 37(1).
Cullinane, D. P., Franklin, C., e Barry, D. S. (2023). Reviving the anatomic past: Breathing new life into historic anatomical teaching tools. Journal of Anatomy, 242(4).
Du, Y. C., Fan, S. C., e Yang, L. C. (2020). The impact of multi-person virtual reality competitive learning on anatomy education: a randomized controlled study. BMC Medical Education, 20(1).
Henssen, D. J. H. A., van den Heuvel, L., de Jong, G., Vorstenbosch, M. A. T. M., van Cappellen van Walsum, A. M., van den Hurk, M. M., Kooloos, J. G. M., e Bartels, R. H. M. A. (2020). Neuroanatomy learning: Augmented reality vs. cross-sections. Anatomical Sciences Education, 13(3).
Kung, F. Y., Kwok, N., e Brown, D. J. (2018). Are attention check questions a threat to scale validity? Applied Psychology, 67(2):264–283.
Kurul, R., Ögün, M. N., Neriman Narin, A., Avci, c., e Yazgan, B. (2020). An alternative method for anatomy training: Immersive virtual reality. Anatomical Sciences Education, 13(5):648–656.
Ma, M., Fallavollita, P., Seelbach, I., von der Heide, A. M., Euler, E., Waschke, J., e Navab, N. (2016). Personalized augmented reality for anatomy education. Clinical Anatomy, 29(4).
Pei, W. et al. (2020). Attention please: Your attention check questions in survey studies can be automatically answered. In Proceedings of The Web Conference 2020, page 1182–1193. Association for Computing Machinery.
Petri, G. e von Wangenheim, C. G. (2018). MEEGA+: Systematic Model to Evaluate Educational Games, pages 1–7. Springer International Publishing.
Ricciardi, F. e de Paolis, L. T. (2014). A comprehensive review of serious games in health professions. International Journal of Computer Games Technology, 2014.
Silber, H., Roßmann, J., e Gummer, T. (2022). The issue of noncompliance in attention check questions: False positives in instructed response items. Field Methods, 34(4):346–360.
Stiver, M. L., Naveed, A., Chilton, J., e Moyes, S. M. (2025). Gamifying anatomy outreach: An underexplored opportunity. Anatomical Sciences Education.
Yow, H. Y. (2022). A case study of virtual anatomy museum: Facilitating student engagement and self-paced learning through an interactive platform. International Journal of Information and Education Technology, 12(12).
Zhonggen, Y. (2019). A meta-analysis of use of serious games in education over a decade. International Journal of Computer Games Technology, 2019.
Bork, F., Lehner, A., Eck, U., Navab, N., Waschke, J., e Kugelmann, D. (2021). The effectiveness of collaborative augmented reality in gross anatomy teaching: A quantitative and qualitative pilot study. Anatomical Sciences Education, 14(5).
Buajeeb, W., Reynolds, P. A., Boontub, H., Tangmanpuwadol, Y., e Sipiyaruk, K. (2024). Comparison of the effectiveness of a serious game and pre-recorded lecture in diagnosis and treatment planning of oral lesions for dental students. Scientific Reports, 14(1):30641.
Castellano, M. S., Contreras-McKay, I., Neyem, A., Farfán, E., Inzunza, O., Ottone, N. E., del Sol, M., Alario-Hoyos, C., Alvarado, M. S., e Tubbs, R. S. (2024). Empowering human anatomy education through gamification and artificial intelligence: An innovative approach to knowledge appropriation. Clinical Anatomy, 37(1).
Cullinane, D. P., Franklin, C., e Barry, D. S. (2023). Reviving the anatomic past: Breathing new life into historic anatomical teaching tools. Journal of Anatomy, 242(4).
Du, Y. C., Fan, S. C., e Yang, L. C. (2020). The impact of multi-person virtual reality competitive learning on anatomy education: a randomized controlled study. BMC Medical Education, 20(1).
Henssen, D. J. H. A., van den Heuvel, L., de Jong, G., Vorstenbosch, M. A. T. M., van Cappellen van Walsum, A. M., van den Hurk, M. M., Kooloos, J. G. M., e Bartels, R. H. M. A. (2020). Neuroanatomy learning: Augmented reality vs. cross-sections. Anatomical Sciences Education, 13(3).
Kung, F. Y., Kwok, N., e Brown, D. J. (2018). Are attention check questions a threat to scale validity? Applied Psychology, 67(2):264–283.
Kurul, R., Ögün, M. N., Neriman Narin, A., Avci, c., e Yazgan, B. (2020). An alternative method for anatomy training: Immersive virtual reality. Anatomical Sciences Education, 13(5):648–656.
Ma, M., Fallavollita, P., Seelbach, I., von der Heide, A. M., Euler, E., Waschke, J., e Navab, N. (2016). Personalized augmented reality for anatomy education. Clinical Anatomy, 29(4).
Pei, W. et al. (2020). Attention please: Your attention check questions in survey studies can be automatically answered. In Proceedings of The Web Conference 2020, page 1182–1193. Association for Computing Machinery.
Petri, G. e von Wangenheim, C. G. (2018). MEEGA+: Systematic Model to Evaluate Educational Games, pages 1–7. Springer International Publishing.
Ricciardi, F. e de Paolis, L. T. (2014). A comprehensive review of serious games in health professions. International Journal of Computer Games Technology, 2014.
Silber, H., Roßmann, J., e Gummer, T. (2022). The issue of noncompliance in attention check questions: False positives in instructed response items. Field Methods, 34(4):346–360.
Stiver, M. L., Naveed, A., Chilton, J., e Moyes, S. M. (2025). Gamifying anatomy outreach: An underexplored opportunity. Anatomical Sciences Education.
Yow, H. Y. (2022). A case study of virtual anatomy museum: Facilitating student engagement and self-paced learning through an interactive platform. International Journal of Information and Education Technology, 12(12).
Zhonggen, Y. (2019). A meta-analysis of use of serious games in education over a decade. International Journal of Computer Games Technology, 2019.
Publicado
29/09/2026
Como Citar
PEREIRA, Leonardo Tortóro; SILVA, Wendell Nunes da; TAKANO, Ana Paula Cremasco; PAOLOZZA, Jhonatas; GUIMARÃES, Ryan Hideki Tadeo; IWASHITA E SILVA, Maria Eduarda; SILVA, Ygor Ismael da; ROCHA, Pedro Regattieri.
EpicGlote: An Educational Minigame for Teaching Epiglottis Function. In: SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 25. , 2026, Goiânia/GO.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 2966-2977.
DOI: https://doi.org/10.5753/sbgames.2026.26279.
