Buajeeb Waranun, Reynolds Patricia A, Boontub Hatailux, Tangmanpuwadol Yanon, Sipiyaruk Kawin
Department of Oral Medicine and Periodontology, Faculty of Dentistry, Mahidol University, Bangkok , Thailand.
Faculty of Dentistry, Oral & Craniofacial Sciences, King's College London, London, England.
Sci Rep. 2024 Dec 27;14(1):30641. doi: 10.1038/s41598-024-83433-0.
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.
本研究评估了一款基于在线模拟的严肃游戏作为口腔病变诊断和治疗计划学习工具（SimOL）的有效性，并将其与基于预录制讲座的方法进行比较，以确定其在本科牙科课程中的适当整合方式。对77名牙科本科生进行了一项交叉随机对照试验。他们被随机分为两组。A组先进行SimOL，然后是预录制的被动讲座，而B组则经历相反的学习顺序。进行了预评估、第一次后评估和第二次后评估以评估知识的提高，同时还发放了一份满意度问卷以收集学习者的看法。使用描述性统计、独立t检验以及带有Bonferroni事后检验的重复测量方差分析对数据进行分析。有两名学生退出，本研究纳入了75名学生（A组：n = 38；B组：n = 37）。结果表明，两组在三次评估中的得分差异具有统计学意义。两组在初始教学方法后评估得分均有显著提高（P < 0.001）。然而，额外的SimOL或讲座在两组中均未显著提高第二次后评估的得分（P > 0.05）。在所有评估中，A组和B组之间未发现统计学上的显著得分差异（P > 0.05）。参与者对SimOL持积极看法。这些发现表明，SimOL在提高与口腔病变诊断和治疗计划相关的知识方面与预录制讲座具有同等效果，凸显了其作为牙科教育中交互式学习工具的潜力。
