TY - JOUR
T1 - Comparison of the effectiveness of a serious game and pre-recorded lecture in diagnosis and treatment planning of oral lesions for dental students
AU - Buajeeb, Waranun
AU - Reynolds, Patricia A.
AU - Boontub, Hatailux
AU - Tangmanpuwadol, Yanon
AU - Sipiyaruk, Kawin
N1 - Publisher Copyright:
© The Author(s) 2024.
PY - 2024/12
Y1 - 2024/12
N2 - This research evaluated the effectiveness of an online simulation-based serious game as a learning tool in diagnosis and treatment planning for oral lesions (SimOL) in comparison to a pre-recorded lecture-based approach and to determine its appropriate integration into the undergraduate dental curriculum. A crossover randomized control trial was conducted with a cohort of 77 dental undergraduates. They were randomly assigned into two groups. Group A underwent SimOL followed by a pre-recorded passive lecture, whereas Group B experienced the converse learning sequence. Pre-assessment, Post-assessment I, and Post-assessment II were administered to evaluate knowledge improvement, along with a satisfaction questionnaire to gather learner perceptions. Data were analyzed using descriptive statistics, independent t-test, and repeated measures ANOVA with the Bonferroni post-hoc test. With two dropouts, this research included 75 students (Group A: n = 38 and Group B: n = 37). The results demonstrated statistically significant score differences across the three assessments in both groups. Significant improvements in assessment scores were observed after the initial instructional approaches in both groups (P < 0.001). However, the additional SimOL or lecture did not significantly enhance Post-assessment II scores in either group (P > 0.05). No statistically significant score differences were found between Group A and Group B in all assessments (P > 0.05). Participants held a positive perception of SimOL. These findings demonstrated the effectiveness of SimOL in enhancing knowledge related to the diagnosis and treatment planning of oral lesions at a level equivalent to that of a pre-recorded lecture, highlighting its potential as an interactive learning tool in dental education.
AB - This research evaluated the effectiveness of an online simulation-based serious game as a learning tool in diagnosis and treatment planning for oral lesions (SimOL) in comparison to a pre-recorded lecture-based approach and to determine its appropriate integration into the undergraduate dental curriculum. A crossover randomized control trial was conducted with a cohort of 77 dental undergraduates. They were randomly assigned into two groups. Group A underwent SimOL followed by a pre-recorded passive lecture, whereas Group B experienced the converse learning sequence. Pre-assessment, Post-assessment I, and Post-assessment II were administered to evaluate knowledge improvement, along with a satisfaction questionnaire to gather learner perceptions. Data were analyzed using descriptive statistics, independent t-test, and repeated measures ANOVA with the Bonferroni post-hoc test. With two dropouts, this research included 75 students (Group A: n = 38 and Group B: n = 37). The results demonstrated statistically significant score differences across the three assessments in both groups. Significant improvements in assessment scores were observed after the initial instructional approaches in both groups (P < 0.001). However, the additional SimOL or lecture did not significantly enhance Post-assessment II scores in either group (P > 0.05). No statistically significant score differences were found between Group A and Group B in all assessments (P > 0.05). Participants held a positive perception of SimOL. These findings demonstrated the effectiveness of SimOL in enhancing knowledge related to the diagnosis and treatment planning of oral lesions at a level equivalent to that of a pre-recorded lecture, highlighting its potential as an interactive learning tool in dental education.
KW - Dental education
KW - Interactive learning
KW - Learning design
KW - Serious game
KW - Technology-enhanced learning
UR - http://www.scopus.com/inward/record.url?scp=85213516821&partnerID=8YFLogxK
U2 - 10.1038/s41598-024-83433-0
DO - 10.1038/s41598-024-83433-0
M3 - Article
C2 - 39730901
AN - SCOPUS:85213516821
SN - 2045-2322
VL - 14
JO - Scientific Reports
JF - Scientific Reports
IS - 1
M1 - 30641
ER -