European journal of dental education : official journal of the Association for Dental Education in Europe · 2026
Impact of Gamification on Learning Oral Mucosal Pathology Among Dental Students: A Randomized Controlled Trial.
СтатьяНазвание и аннотация: Перевод пока не подготовлен
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Bonneau Anaïs, Cann Stérenn, Louisy Agathe, Chaux Anne-Gaëlle, Hascoët Emilie, Lesclous Philippe, Cloitre Alexandra
Аннотация
OBJECTIVE: To determine whether learning with the ORAMUC game and its optional online revision platform yields better pedagogical outcomes than traditional learning in the acquisition of knowledge about oral mucosal pathology among fifth-year dental students.
MATERIALS AND METHODS: A total of 71 students participated in this two-arm parallel cluster-randomized controlled trial (RCT). Only students in the game group had access to the ORAMUC game and its complementary microlearning platform Wooflash. Educational outcomes were assessed using the first three levels of Kirkpatrick's four-level model of training evaluation immediately after teaching (Levels 1 and 2) and 4 months later (Level 3).
RESULTS: At Level 1 (reaction), higher overall satisfaction scores (fun, collaborative, collective, dynamic) were found among students with access to the game compared with the control group. Confidence and self-assessment of skills scores improved in both groups, with no significant difference between groups except for one item. At Level 2 (learning), no significant differences were observed in pre- and post-teaching knowledge scores between groups; however, students perceived the game as 'a good mnemonic device,' 'good for remembering the lesson' and 'practical.' At Level 3, confidence and self-assessed skills did not differ significantly between groups 4 months after instruction.
CONCLUSION: Gamified learning in oral mucosal pathology positively impacted Kirkpatrick's Level 1, with no additional benefits observed at Levels 2 or 3. Further studies should investigate its potential impact on clinical practice.
MATERIALS AND METHODS: A total of 71 students participated in this two-arm parallel cluster-randomized controlled trial (RCT). Only students in the game group had access to the ORAMUC game and its complementary microlearning platform Wooflash. Educational outcomes were assessed using the first three levels of Kirkpatrick's four-level model of training evaluation immediately after teaching (Levels 1 and 2) and 4 months later (Level 3).
RESULTS: At Level 1 (reaction), higher overall satisfaction scores (fun, collaborative, collective, dynamic) were found among students with access to the game compared with the control group. Confidence and self-assessment of skills scores improved in both groups, with no significant difference between groups except for one item. At Level 2 (learning), no significant differences were observed in pre- and post-teaching knowledge scores between groups; however, students perceived the game as 'a good mnemonic device,' 'good for remembering the lesson' and 'practical.' At Level 3, confidence and self-assessed skills did not differ significantly between groups 4 months after instruction.
CONCLUSION: Gamified learning in oral mucosal pathology positively impacted Kirkpatrick's Level 1, with no additional benefits observed at Levels 2 or 3. Further studies should investigate its potential impact on clinical practice.