Deniz Hatice Ahsen, Polat Balkan Elif, İncebeyaz Burak, Kamburoğlu Kıvanç
Department of Dentomaxillofacial Radiology, Ankara University Faculty of Dentistry, Ankara 06500, Türkiye.
World J Methodol. 2025 Mar 20;15(1):97374. doi: 10.5662/wjm.v15.i1.97374.
Gamification, the use of game materials in education, has been used in several scientific fields, and studies have demonstrated its effectiveness in student comprehension.
To evaluate whether the success of 4- and 5-grade dentistry students increases when using the gamification applications Kahoot! and Mentimeter.
An experimental design was used to measure the effect of gamification applications on students who were taught using the traditional method. For this purpose, Mentimeter and Kahoot! applications were used in this experimental study. Three groups of 4- and 5-grade students were formed: Mentimeter, Kahoot!, and control groups. The effect of gamification applications on achievement was evaluated by administering a post-test to these groups after the instructional process. One-way analysis of variance and -tests were used for statistical analyses.
A total of 35.5% of the students were in the Mentimeter group, 29.8% in the Kahoot! group, and 34.6% in the control group. Of the total number of students, 54.8% were female and 45.2% were male, while 52.2% were 5-grade students and 47.8% were 4-grade students. The overall grade point average was found to be 66.65 (range, 24-100). There was a statistically significant difference in average success scores between students of different groups ( = 0.003 < 0.05) and grades ( = 0.036 < 0.05). The average success score was the highest in the Mentimeter group (71.64) and the lowest in the Kahoot! group (62.15). In the control group, this score was 65.41. The average success score was higher for students in the 5-grade (68.16) and for female students (68.84).
Gamification has a great potential in the education of dentomaxillofacial radiology students. Mentimeter outperformed both the Kahoot! and the traditional method in terms of average student success rates.
游戏化，即在教育中使用游戏元素，已在多个科学领域得到应用，研究表明其在帮助学生理解方面具有有效性。
评估使用游戏化应用程序 Kahoot! 和 Mentimeter 时，四、五年级牙科专业学生的学习成效是否会提高。
采用实验设计来衡量游戏化应用程序对采用传统教学方法的学生的影响。为此，本实验研究使用了 Mentimeter 和 Kahoot! 应用程序。将四、五年级学生分为三组：Mentimeter 组、Kahoot! 组和对照组。在教学过程结束后，通过对这些组进行后测来评估游戏化应用程序对成绩的影响。使用单因素方差分析和t检验进行统计分析。
共有35.5%的学生在Mentimeter组，29.8%在Kahoot! 组，34.6%在对照组。在学生总数中，54.8%为女生，45.2%为男生，52.2%为五年级学生，47.8%为四年级学生。总体平均绩点为66.65（范围为24 - 100）。不同组（P = 0.003 < 0.05）和不同年级（P = 0.036 < 0.05）的学生平均成绩存在统计学显著差异。平均成绩在Mentimeter组最高（71.64），在Kahoot! 组最低（62.15）。对照组的这一成绩为65.41。五年级学生（68.16）和女生（68.84）的平均成绩更高。
游戏化在口腔颌面放射学专业学生教育中具有巨大潜力。在学生平均成功率方面，Mentimeter 优于 Kahoot! 和传统教学方法。
