Evaluating a Dental Public-Health Game across Two Learning Contexts

Serious games have been shown to be effective learning tools in various disciplines, including dental education. Serious-game learning environments allow learners to improve knowledge and skills. GRAPHIC (Games Research Applied to Public Health with Innovative Collaboration), a serious game for dent...

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Bibliographic Details
Published inEducation sciences Vol. 12; no. 8; p. 517
Main Authors Sipiyaruk, Kawin, Hatzipanagos, Stylianos, Vichayanrat, Tippanart, Reynolds, Patricia A., Gallagher, Jennifer E.
Format Journal Article
LanguageEnglish
Published Basel MDPI AG 01.08.2022
Subjects
Computer & video games
Coronaviruses
COVID-19
Curricula
Data analysis
dental education
dental public health
Dental Schools
Dentistry
Design
Distance learning
Education
Educational Environment
educational game
Educational objectives
Educational software
Experiential Learning
Games
Health promotion
Interviews
Knowledge
Learning Activities
Learning Strategies
Oral hygiene
Population
Public health
serious game
Simulation
Skills
Students
Teaching Methods
technology-enhanced learning
United Kingdom > UK
Thailand
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Summary:Serious games have been shown to be effective learning tools in various disciplines, including dental education. Serious-game learning environments allow learners to improve knowledge and skills. GRAPHIC (Games Research Applied to Public Health with Innovative Collaboration), a serious game for dental public health, was designed to simulate a town, enabling students to apply theoretical knowledge to a specific population by selecting health promotion initiatives to improve the oral health of the town population. This study employed a literature-based evaluation framework and a sequential explanatory mixed-methods research design to evaluate the use of GRAPHIC among final-year dental undergraduates across two learning contexts: King’s College London in the United Kingdom and Mahidol University in Thailand. Two hundred and sixty-one students completed all designated tasks, and twelve participated in semi-structured interviews. The findings demonstrated knowledge improvement after game completion based on pre- and post-knowledge assessments, and the students’ perceptions of the game as an interactive and motivational learning experience. The evaluation identified five serious-game dimensions and clear alignment between these dimensions, demonstrating the impact of serious games in dental public health and, more widely, in healthcare education.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci12080517