The impact of an online gamified virtual tour on cognitive enhancement in dental practice management
Issued Date
2024-12-01
Resource Type
eISSN
20452322
Scopus ID
2-s2.0-85208688958
Pubmed ID
39505891
Journal Title
Scientific Reports
Volume
14
Issue
1
Rights Holder(s)
SCOPUS
Bibliographic Citation
Scientific Reports Vol.14 No.1 (2024)
Suggested Citation
Peanchitlertkajorn S., Reynolds P.A., Chaisawas M., Krungthong Y., Boonkaew B., Sipiyaruk K. The impact of an online gamified virtual tour on cognitive enhancement in dental practice management. Scientific Reports Vol.14 No.1 (2024). doi:10.1038/s41598-024-75128-3 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/102088
Title
The impact of an online gamified virtual tour on cognitive enhancement in dental practice management
Author's Affiliation
Corresponding Author(s)
Other Contributor(s)
Abstract
Dental practice management is usually a mandatory course for both undergraduate and postgraduate programs. However, learners and educators may encounter challenges in gaining experiences in real-life dental practice. The concept of a gamified virtual tour could have potential to improve dental practice management skills. A quasi-experimental study was conducted to evaluate the educational impact of a gamified virtual dental clinic (GVDC) on dental practice management skills among dental undergraduates (UG) and postgraduates (PG). All participants were assigned to complete the GVDC. Pre- and post-knowledge assessments were administered to evaluate knowledge acquisition. A self-administered questionnaire was distributed to investigate user perceptions toward the use of GVDC. There were 20 dental undergraduates and 20 orthodontic residents participating in UG and PG groups, respectively. Both groups demonstrated statistically significant increases in their assessment scores after completing the GVDC (P < 0.001). Although the pre-knowledge assessment score of the PG group was notably higher than that of the UG group (P = 0.041), there was no statistically significant difference in their post-knowledge assessment score (P = 0.491). Participants had positive perceptions of GVDC in terms of usefulness, ease of use, and enjoyment, with no statistically significant differences between the two groups (P > 0.05). Overall, the GVDC demonstrated positive educational impacts on acquiring knowledge and understanding of dental practice management, with participants expressing favorable perceptions of this immersive learning intervention.