Sharmin Nazlee, Shah Malav, Chow Ava K
Associate teaching professor, Mike Petryk School of Dentistry, Faculty of Medicine & Dentistry, College of Health Sciences, University of Alberta, Edmonton, AB, Canada.
Doctor of Dental Surgery (DDS) student, Mike Petryk School of Dentistry, Faculty of Medicine & Dentistry, College of Health Sciences, University of Alberta, Edmonton, AB, Canada.
Can J Dent Hyg. 2025 Jun 1;59(2):98-106. eCollection 2025 Jun.
Game-based learning aims to promote student engagement and boost motivation in the classroom. However, creating long-term motivation in an education game is challenging and requires a balance between "fun" and "educational" objectives. The gaming platform Gimkit allows educators to create, host, and play quiz-based games in class and host game-based homework in learning management systems. Gimkit was introduced in 2 dental hygiene courses at a Canadian university: one was offered in person; the other was asynchronous online. This study aimed to explore students' perception of game-based learning experiences, their choice of game modes, and their source of motivation.
Students from the second and third years of the dental hygiene program were invited to participate in a voluntary online survey to collect their perceptions of either the live quiz game or the game-based homework assignments, their choice of game mode, and their motivation to play. Descriptive statistics were applied to analyze the survey data.
Thirty-five percent (n = 15) of the in-person class and thirty percent (n = 14) of the online class completed the voluntary survey. All participants from the online and in-person groups strongly agreed that they improved their knowledge by playing the game.
Students were largely motivated extrinsically and played the game to learn course content. Students from the in-person class were driven towards Gimkit live quiz games by in-class competition. For online students, the "challenge of the game" was the most attractive feature of Gimkit.
Game-based learning with Gimkit can motivate dental hygiene students and promote self-determination.
基于游戏的学习旨在提高学生在课堂上的参与度并增强学习动力。然而，在教育游戏中创造长期动力具有挑战性，需要在“趣味性”和“教育性”目标之间取得平衡。游戏平台Gimkit允许教育工作者在课堂上创建、主持和玩基于问答的游戏，并在学习管理系统中布置基于游戏的作业。Gimkit被引入加拿大一所大学的两门口腔卫生课程：一门是面授课程；另一门是异步在线课程。本研究旨在探讨学生对基于游戏的学习体验的看法、他们对游戏模式的选择以及他们的动力来源。
邀请口腔卫生专业二年级和三年级的学生参加一项自愿在线调查，以收集他们对现场问答游戏或基于游戏的作业任务的看法、他们对游戏模式的选择以及他们玩游戏的动力。应用描述性统计分析调查数据。
面授课程中有35%（n = 15）的学生和在线课程中有30%（n = 14）的学生完成了自愿调查。在线组和面授组的所有参与者都强烈同意他们通过玩游戏提高了知识水平。
学生的动力很大程度上来自外部，玩游戏是为了学习课程内容。面授课程的学生受课堂竞争驱使参与Gimkit现场问答游戏。对于在线学生来说，“游戏的挑战性”是Gimkit最具吸引力的特点。
使用Gimkit进行基于游戏的学习可以激发口腔卫生专业学生的动力并促进自主学习。
