ArticleBMC medical education2025
Gamification in endodontic education: a pilot study on student engagement and perceived learning outcomes.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
2 citing papers in PubMed.
- Development and Initial Usability Evaluation of SSEndoSim, a Free, Web-Based Endodontic Diagnostic Simulator: Cross-Sectional Study.JMIR human factors · 2026Article
- Gamification in dental education: Role of Kahoot in enhancing student engagement, learning outcomes and knowledge retention.Pakistan journal of medical sciences · 2026Review
Corrections and comments
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Authors and funding
1 author.
Funding
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Abstract
backgroundThe integration of gamification in educational settings has emerged as an innovative strategy to enhance student engagement and knowledge retention, particularly in complex fields like dentistry. This descriptive, survey-based study investigates the impact of gamified lectures on the learning experiences of undergraduate dental students in endodontic instrument education.
methodsBy incorporating interactive elements such as real-time quizzes, live polls, and immediate feedback, the research explores how gamification can transform traditional passive learning environments. The study involved undergraduate dental students and employed a structured survey questionnaire to assess engagement, knowledge retention, and student perceptions.
resultsQuantitative analysis using SPSS revealed significant findings: 56.6% of students rated the lectures as "very engaging" or "extremely engaging", and 66% reported that gamification significantly contributed to their understanding of the subject matter. Correlation analyses demonstrated positive relationships between engagement, retention, and satisfaction, with correlation coefficients ranging from 0.535 (p = 0.003) to 0.621 (p < 0.01). The results underscore the potential of gamification in dental education, particularly in enhancing student engagement and perceived understanding. However, the findings reflect short-term, self-reported outcomes and do not yet confirm long-term knowledge retention, which warrants further investigation.
conclusionThe results underscore the potential of gamification in dental education, highlighting its effectiveness in motivating active participation and improving learning outcomes. By providing empirical evidence of gamification's benefits, this study contributes valuable insights for curriculum development and innovative pedagogical approaches in health professions education.
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Registered trials
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