The development of an online serious game for oral diagnosis and treatment planning: evaluation of knowledge acquisition and retention

Waranun Buajeeb · Kawin Sipiyaruk

31 citations0/0 files storedBMC Medical Education

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Educational Games and Gamification Innovations in Medical Education Simulation-Based Education in Healthcare

Abstract

BACKGROUND: While serious games seem to be supportive in healthcare education, none of them had been designed to develop competence in diagnosis and treatment planning of oral lesions. Therefore, this research aimed to develop an online simulation-based serious game for training diagnosis and treatment planning of oral lesions (SimOL) and to evaluate its educational impact in terms of knowledge improvement and retention. METHODS: As a mandatory task in an oral lesion course, all 28 students were required to participate in SimOL activities. Participants were instructed to complete a pre-knowledge assessment following a one-week washout period prior to the game activity. Subsequent to the game completion, they were tasked to complete a post-knowledge assessment I (Full score = 15) and satisfaction questionnaire. A post-knowledge assessment II was administered a week later to evaluate knowledge retention. RESULTS: The findings demonstrated a significant increase in the assessment scores after interacting with the game (P < 0.001), where the pre- and immediate post-knowledge assessment scores were 8.00 (SD = 2.11) and 11.71 (SD = 2.39), respectively. The game also exhibited a positive impact on knowledge retention, as there was no significant difference between the scores of post-knowledge assessment I and II (P > 0.05). Additionally, students perceived the game as positively in all aspects, although the entertainment aspect achieved a slightly lower score of 3.70 (SD = 0.21), in comparison to the usefulness and ease of use with a score of 4.02 (SD = 0.11) and 4.02 (SD = 0.16), respectively. CONCLUSION: SimOL demonstrated its potential as an effective learning tool for improving and retaining knowledge for diagnosis and treatment planning of oral lesions. The game was perceived positively by dental students in all aspects, however further improvements should prioritize the enhancement of entertaining components.

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1989Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology 2002Games, Motivation, and Learning: A Research and Practice Model 2019Serious Gaming and Gamification Education in Health Professions: Systematic Review 2019A systematic literature review on synchronous hybrid learning: gaps identified 2019A Meta-Analysis of Use of Serious Games in Education over a Decade 1999The use of computer games as an educational tool: identification of appropriate game types and game elements 2009The Design, Play, and Experience Framework 2013Computer game-based and traditional learning method: a comparison regarding students’ knowledge retention

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