FUNATOMY: Exploring Student Perceptions of Low-Cost Game-Based Learning in First-Year Anatomy

Background: Game-based learning (GBL) is increasingly used in anatomy education to promote active learning; however, little is known about students’ perceptions of multiple low-cost GBL activities embedded in routine anatomy practicals. This study explored first-year health sciences students’ perceptions of the benefits and limitations of FUNATOMY, low-cost GBL activities integrated into anatomy practical sessions. Methods: A qualitative exploratory study was conducted among first-year students in four health sciences programs at the University of Pretoria, South Africa. Written reflections from 200 consenting students were analyzed using an AI-assisted inductive thematic approach. Two large language models were used as exploratory tools to generate preliminary themes that informed subsequent researcher-led thematic analysis. Two researchers independently assigned themes to student responses, resolving discrepancies through discussion and consensus. Results: Eight themes were established: Enjoyment; Understanding and application; Memory and knowledge retention; Learning environment; Collaboration; Complementary learning strategy; Knowledge gaps; and Did not help. Students described the activities as enjoyable and engaging and felt they supported retrieval and reinforcement of previously learned knowledge, understanding and application, collaboration, and recognition of knowledge gaps. Students viewed FUNATOMY as complementary to, rather than a replacement for, specimen-based anatomy practical teaching. Conclusions: The findings reflect students’ perceptions of FUNATOMY and suggest that the activities were viewed as a useful supplement to traditional anatomy practicals. However, the study did not objectively assess learning outcomes or establish the activities’ effectiveness.