Enhancing Student Engagement in Physiology Education through Flipped Classrooms, Gamification, and Visualization: A Narrative Review

Ivone, July; Gunadi, Julia Windi; Handoko, Bryan Ricardo; Sanjaya, Ardo

doi:10.22062/sdme.2025.200832.1513

Enhancing Student Engagement in Physiology Education through Flipped Classrooms, Gamification, and Visualization: A Narrative Review

Document Type : Review

Authors

July Ivone ¹

Julia Windi Gunadi ²

Bryan Ricardo Handoko ³

Ardo Sanjaya ⁴

¹ MD, M.K.K., M.Pd.Ked., Department of Public Health, Faculty of Medicine, Universitas Kristen Maranatha, Bandung, 40164, West Java, Indonesia

² DR, MD, M.Kes., Department of Physiology, Faculty of Medicine, Universitas Kristen Maranatha, Bandung, 40164, West Java, Indonesia

³ Faculty of Medicine, Universitas Kristen Maranatha, Bandung, 40164, West Java, Indonesia

⁴ DR, MD, M.Kes., Pg.Cert., FHEA, Department of Anatomy, Faculty of Medicine, Universitas Kristen Maranatha, Bandung, 40164, West Java, Indonesia

10.22062/sdme.2025.200832.1513

Abstract

Background: Learning physiology is a crucial aspect of medical education, focusing on the study of normal human body functions as the fundamental knowledge required for every physician. However, studying physiology poses significant challenges, including the need for active learning, loss of motivation, and lack of student engagement.
Objectives: This study explores the impact of flipped classrooms, gamification, and visualization teaching methods on student engagement in physiology education.
Methods: This review integrates insights from studies published between 2020 and 2024, highlights the complementary strengths of these methods, and offers a roadmap for educators to create dynamic and engaging learning environments tailored to modern medical education.
Results: Nine published articles were included to provide an understanding of modern methods and their impact. The flipped classroom approach is a strategy to encourage active learning, but it can also increase students’ workload. Incorporating game elements into the learning process can create a more enjoyable environment and enhance students’ motivation to learn. Physiology is a complex subject with abstract concepts; therefore, visualization methods can simplify these concepts and ultimately support students’ learning processes.
Conclusion: No single superior teaching or learning method is available. Educators and students must adapt their approaches to suit the specific needs of the classes and individuals.

Highlights

July Ivone: (Google Scholar) (PubMed)

Julia Windi Gunadi: (Google Scholar) (PubMed)

Bryan Ricardo Handoko: (Google Scholar) (PubMed)

Ardo Sanjaya: (Google Scholar) (PubMed)

Keywords

Flipped Classroom

Gamification

Physiology Education

Student Engagement

Visualization

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