Game‐based learning in dental education

Abstract

AbstractPurposeThe incorporation of interactive elements using technology increases student enjoyment and classroom learning effectiveness. This study investigated the usage of an online gamification platform in the dental school environment and compared game‐based learning attitudes among students in different stages of their 4‐year training program.MethodsA cross‐sectional survey was conducted among dental medicine students in Years: 1 (Y1), 2 (Y2), 3 (Y3), and 4 (Y4) at a US‐based dental school. The 11‐item survey explored student perceptions on the effects of playing the Kahoots quiz game, using the 5‐point Likert scale. Responses among male and female students were analyzed using the Mann–Whitney test, with responses of students in different years of dental school analyzed using the Kruskal–Wallis test.ResultsAverage student age was 25 (range 20–45 years) upon starting dental school. Of 206 study participants, n = 129 (63%) were males and n = 74 (36%) females, n = 70 (34.0%) were Y1; n = 52 (25.2%), Y2; n = 48 (23.3%), Y3; and n = 36 (17.5%), Y4. Males tried harder to answer game questions than females (p = 0.027). Compared to students in the upper 3 years, the Y1 students reported that they tried harder to win (p = 0.002), the games held (p = 0.002) and motivated them to pay attention (p < 0.001), helped them understand (p = 0.021) and to retain lecture concepts (p = 0.010), and aided in the preparation for exams (p = 0.010).ConclusionsDental students in all stages of their 4‐year training programs, especially Y1 students, reported positive perceptions of gamified learning and believed that it was helpful in identifying difficult concepts and motivating them to study.