ArticleClinical, cosmetic and investigational dentistry2025
Comparison Between Game-Based Learning and Traditional Learning Methods in Traumatic Dental Management Among Dental Interns at KAUFD.
Article in Clinical, cosmetic and investigational dentistry, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: Many dental students lack sufficient knowledge to manage dental trauma. Traditional lectures usually involve one-way communication from the instructor to the students. Game-based learning strategies can increase student engagement, offer hands-on experiences, and promote a deeper interest in learning. Objective: To compare the knowledge and satisfaction of dental interns participating in game-based learning versus traditional learning method on traumatic dental management at KAUFD. Methods: An experimental study conducted at the Faculty of Dentistry at King Abdulaziz University involved a sample size of 88 dental interns. The interns were divided into a game-based learning group (game group) and a traditional lecture group (lecture group). The game group participated in a game-based learning session, engaging in an educational game focused on managing permanent teeth trauma. Meanwhile, the lecture group attended a traditional lecture covering the same topic. Both groups took part in pre- and post-quizzes before and after the sessions and completed a satisfaction survey distributed after the sessions. Results: Both lecture formats significantly enhanced knowledge retention. Post-intervention scores were comparable between the groups (p = 0.393), The mean post-intervention correct score for the lecture group was 12.72 (SD = 1.33; 95% CI: 12.32-13.13), while the mean score for the game group was 12.62 (SD = 1.56; 95% CI: 12.15-13.09). showing no significant difference in score improvements (p = 0.315). The post-intervention satisfaction survey indicated positive responses in both groups, with no significant differences in satisfaction levels. Conclusion: The findings indicate that both game-based learning and traditional lectures are equally effective in enhancing knowledge and ensuring high satisfaction among dental interns. Given the similar results, it is recommended to incorporate both approaches in educational settings. Future research should investigate the impact of new content and more complex game designs to understand their potential benefits better.
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