Akaltan Kadriye Funda, Önder Canan, Vural Çağıl, Orhan Kaan, Akdoğan Nihan, Atakan Cemal
Department of Prosthodontics, Faculty of Dentistry, Ankara University, Ankara, Turkey.
Department of Periodontology, Faculty of Dentistry, Ankara University, Ankara, Turkey.
J Dent Educ. 2023 Oct;87(10):1458-1468. doi: 10.1002/jdd.13303. Epub 2023 Jul 3.
The aim of this study was to investigate the impact of serious game training on the performance of undergraduate dental students during basic life support (BLS) training.
Students at the Ankara University Faculty of Dentistry were divided into two groups at random: Serious Game (SG) (n = 46) and Traditional (Tr) (n = 45). Students completed the BLS pre-test following their lecture-based training. The SG set of students practiced until they achieved an 85 on the BLS Platform, after which they completed the BLS post-test. All students practiced cardiopulmonary resuscitation (CPR) on a manikin with the instructor's guidance, and then they independently applied CPR by using the model training component. The module evaluation scale was then used to determine each student's grade. Finally, the students provided input on surveys regarding technology perceptions of SG training, serious gaming, and hands-on training.
In the SG group, the BLS post-test scores were significantly higher than the pre-test results (p = 0.00). In the SG and Tr groups, there was no statistically significant difference in the overall hands-on training scores (p = 0.11). Students in both groups evaluated the hands-on training on the manikin favorably and with high levels of participation.
The SG-based training platform for BLS training has enhanced the BLS performance of undergraduate dental students in terms of knowledge and skill. It has been shown that digital learners have a beneficial impact on game-based learning outcomes; it is advised to use SGs and develop new games for various learning objectives.
本研究旨在调查严肃游戏训练对本科牙科学生在基础生命支持（BLS）训练中的表现的影响。
安卡拉大学牙科学院的学生被随机分为两组：严肃游戏组（SG）（n = 46）和传统组（Tr）（n = 45）。学生在基于讲座的训练后完成BLS预测试。SG组的学生练习直到他们在BLS平台上达到85分，之后他们完成BLS后测试。所有学生在教师的指导下在人体模型上练习心肺复苏（CPR），然后他们使用模型训练组件独立应用CPR。然后使用模块评估量表来确定每个学生的成绩。最后，学生们就关于SG训练、严肃游戏和实践训练的技术认知的调查提供意见。
在SG组中，BLS后测试成绩显著高于预测试结果（p = 0.00）。在SG组和Tr组中，整体实践训练成绩没有统计学上的显著差异（p = 0.11）。两组学生对在人体模型上的实践训练评价良好且参与度高。
基于SG的BLS训练平台在知识和技能方面提高了本科牙科学生的BLS表现。已经表明数字学习者对基于游戏的学习成果有有益影响；建议使用SG并为各种学习目标开发新游戏。
