Game-based learning in orthodontic education: a systematic review
Issued Date
2024-12-01
Resource Type
eISSN
2056807X
Scopus ID
2-s2.0-85197503724
Journal Title
BDJ Open
Volume
10
Issue
1
Rights Holder(s)
SCOPUS
Bibliographic Citation
BDJ Open Vol.10 No.1 (2024)
Suggested Citation
Sipiyaruk K., Reynolds P.A., Nakornnoi T., Santiwong P., Chintavalakorn R. Game-based learning in orthodontic education: a systematic review. BDJ Open Vol.10 No.1 (2024). doi:10.1038/s41405-024-00218-3 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/99617
Title
Game-based learning in orthodontic education: a systematic review
Author's Affiliation
Corresponding Author(s)
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Abstract
Objective: To evaluate educational impact of game-based learning (GBL) in orthodontic education. Methods: A systematic search was undertaken across four databases (Scopus, PubMed, ProQuest Dissertations & Theses Global, and Google Scholar) to identify relevant articles published from January 2000 to December 2023. Additionally, the reference lists of identified literature were examined to further search for relevant literature. The last search was performed on 28 January 2024. Results: Following the article selection process, seven articles were included in this systematic review, comprising four randomized control trials and three questionnaire surveys. Six articles were assessed to have a moderate risk of biases, whereas one research exhibited a low risk of bias. GBL interventions assessed in five articles were designed in digital format, while one study implemented evaluated traditional learning, and another employed a card game format. Two RCTs indicated a greater effectiveness of GBL in enhancing learner performance compared to traditional learning methods, while one article found no significant difference. Across all articles, positive perceptions of GBL were consistently highlighted at both undergraduate and postgraduate levels. Conclusion: This systematic review supports the potential of GBL in orthodontic education. The implementation of GBL is recommended to integrate entertaining and educational elements, fostering learner performance within engaging learning environments. However, it is imperative to acknowledge that the overall quality of evidence is limited, primarily due to the moderate risk of biases identified in six of the included articles. Consequently, further high-quality experimental studies are required to validate the effectiveness of GBL in orthodontic education.