Leveraging Game-based and Blended Learning to Support Students with Heterogeneous Linguistic, Cultural, and Academic Backgrounds in a Lecture Series on Traffic Accident Biomechanics and Polytrauma Pathophysiology

Abstract

A new international Master’s program in Biomedical Engineering, brings together students from diverse linguistic, cultural, and academic backgrounds with varying prior knowledge and learning needs. To support their entry into the sensitive topics of biomechanics and the pathophysiology of injured patients, a serious game was developed and implemented within a teaching course. It enables students to grasp fundamental mechanisms of traffic accidents and related injuries while learning at their own pace and focusing on individual interests. Embedded in a blended learning framework, the course bridges a research gap by combining serious gaming, adaptive learning, and inclusive access for diverse learners. A two-dimensional online multiplayer role-playing game with integrated collection and problem-solving elements was developed, comprising six interconnected game worlds. Students assume the role of an Emergency Medical Service (EMS) paramedic and progress through scenarios addressing biomechanics and accident research, preclinical and clinical trauma management, and the pathophysiology of injuries. Data analysis revealed positive outcomes across all applied questionnaires. The results indicate that participants experienced enhanced motivation, engagement, and perceived learning effectiveness through the serious game intervention.