Assessment and evaluation of a serious game for teaching factual knowledge in dental education

Abstract

Objectives A serious game application was developed to train factual knowledge and for self-assessment. The aim of the present study was to compare the effects of a game application (intervention group) or paper scripts (control group) on knowledge acquisition and to evaluate the acceptance of the new application among dental students. Methods The 4th semester students of the second preclinical prosthodontics course were randomly assigned to one of the two groups (n = 58/51) for two consecutive years. The study was conducted in two phases: First, all participants took a pretest, with the intervention group using the game application and the control group receiving the same set of questions in a paper script. In the second phase, all participants took a post-test. After the post-test, both groups had access to the application for another three weeks. After that, all participants completed standardized questionnaires and a scale to evaluate the usability of the system. Usage statistics were also tracked. Differences between groups were evaluated together and for both years separately in terms of pretest and posttest scores and learning success. Results There was no significant difference between the groups with regard to the posttest and learning success. A significant improvement in knowledge between pretest and posttest (p < 0.05) was demonstrated in both groups. Each student played approximately 350 questions. Participants rated the application with the German school grade "good". Participants appreciated the application and rated it positively. They stated that the game motivated them to learn and that they spent more time with the learning content. Conclusion Due to the positive perception achieved through the game, this application is able to motivate students to learn. The learning effect achieved is similar to learning on paper.

The development of a serious game for laser applications in dentistry and the evaluation of dental students' satisfaction

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Assessment and evaluation of online education and virtual simulation technology in dental education: a cross-sectional survey

“…Rasa Mladenovic et al found that in the age of COVID-19, serious games involving local anesthesia can improve students’ knowledge and skills as an additional e-learning tool [ 35 ]. Lemos et al found that serious play can lead to positive perceptions, can be used to motivate students to learn, and can achieve better learning outcomes than traditional learning [ 36 ]. In our study, the teaching effect of using the virtual simulation platform was marginally inferior to that of traditional offline skills training in terms of practical skills, which was potentially attributed to incomplete content coverage in the early stages of platform development and students’ unfamiliarity with the system.…”

Pengembangan Aplikasi Easy Tenses Berbasis Android Sebagai Media Pembelajaran Digital Bahasa Inggris

“…Pembahasan manfaat penggunaan media digital dalam pembelajaran di kelas dibahas pada beberapa penelitian terdahulu. Penelitian [8][9] menjelaskan penggunaan media digital dapat memotivasi siswa dalam pembelajaran. Motivasi ditunjukkan dengan peningkatan minat dan semangat siswa mempelajari materi melalui media digital.…”