Fostering Inductive and Deductive Learning in Oral Microbiology and Immunology With a Dual-Role Duel Card Game: Explanatory Sequential Mixed Methods Study
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Issued Date
2026-01-01
Resource Type
eISSN
23693762
DOI
Scopus ID
2-s2.0-105027975184
Journal Title
Jmir Medical Education
Volume
12
Rights Holder(s)
SCOPUS
Bibliographic Citation
Jmir Medical Education Vol.12 (2026)
Suggested Citation
Sipiyaruk K., Srisatjaluk R.L., Chaisiri P., Jantawatchai K., Srihatai J., Sonyaem C., Traikorakot T., Pookboonmee S. Fostering Inductive and Deductive Learning in Oral Microbiology and Immunology With a Dual-Role Duel Card Game: Explanatory Sequential Mixed Methods Study. Jmir Medical Education Vol.12 (2026). doi:10.2196/80048 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/114456
Title
Fostering Inductive and Deductive Learning in Oral Microbiology and Immunology With a Dual-Role Duel Card Game: Explanatory Sequential Mixed Methods Study
Author's Affiliation
Corresponding Author(s)
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Abstract
Background: Game-based learning has emerged as an effective learning strategy in health care education. However, no games have been specifically designed to support cognitive improvement for diverse learning styles in oral microbiology and immunology. Objective: This study aimed to develop and evaluate an educational card game designed to support diverse learning styles in oral microbiology and immunology, using a duel-style format. Methods: An explanatory sequential mixed methods study was conducted with 40 third-year dental students, where half of them were assigned to the first group, starting as the host, while those in the other group began as the microbe. Participants alternated between the microbe and host roles during gameplay. Active engagement through playing as the microbe facilitated knowledge acquisition through observation, supporting inductive learning. On the other hand, the host role aimed to promote the application of knowledge for decision-making, facilitating deductive learning. Quantitative data were collected using pre- and postknowledge assessments and satisfaction questionnaires. Qualitative insights were obtained through semistructured interviews exploring learning experiences when playing as the microbe compared to the host. Results: Students demonstrated significant improvements in knowledge scores across the 3 assessments (P<.001), with no difference between groups (P=.85). They also perceived the game positively in all 3 aspects (usefulness, ease of use, and enjoyment). Qualitative findings revealed that role variation supported both inductive and deductive learning processes. Participants valued the combination of pedagogical and entertaining components, leading to the game’s motivation and engagement. A conceptual framework demonstrated key emerging themes relevant to the game design and implementation, including learner profile, learning setting, game design, learning process, and learning outcomes. Conclusions: The card game demonstrated its potential in enhancing knowledge acquisition and student engagement in oral microbiology and immunology. Role-switching between the host and microbe was perceived by participants to facilitate different learning experiences. Further research is recommended to investigate long-term retention and broader practicality.