Comparison of the effectiveness of a serious game and pre-recorded lecture in diagnosis and treatment planning of oral lesions for dental students
Issued Date
2024-12-01
Resource Type
eISSN
20452322
Scopus ID
2-s2.0-85213516821
Journal Title
Scientific Reports
Volume
14
Issue
1
Rights Holder(s)
SCOPUS
Bibliographic Citation
Scientific Reports Vol.14 No.1 (2024)
Suggested Citation
Buajeeb W., Reynolds P.A., Boontub H., Tangmanpuwadol Y., Sipiyaruk K. Comparison of the effectiveness of a serious game and pre-recorded lecture in diagnosis and treatment planning of oral lesions for dental students. Scientific Reports Vol.14 No.1 (2024). doi:10.1038/s41598-024-83433-0 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/102615
Title
Comparison of the effectiveness of a serious game and pre-recorded lecture in diagnosis and treatment planning of oral lesions for dental students
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Abstract
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.