Evidence map›Paper›PMID 41063075›Full record

ArticleBMC oral health2025

A watch-summarize-question gamified learning approach for oral health: learning achievement, motivation, and flossing skills.

Ching-Yi Chang, Ming-Ching Wu, Jie Chi Yang

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC oral health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Ching-Yi ChangSchool of Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan.
Ming-Ching WuGraduate Institute of Network Learning Technology, National Central University, Taoyuan, Taiwan.
Jie Chi YangGraduate Institute of Network Learning Technology, National Central University, Taoyuan, Taiwan. yang@cl.ncu.edu.tw.

Funding

National Science and Technology Council NSTC 113-2410-H-038-026-MY2
6 · The paper itself

Abstract

backgroundFlossing skills are critical to promoting oral health. While various technologies have been employed in previous research to teach flossing skills, their effectiveness remains unclear. To address this gap, this study proposed a Watch-Summarize-Question (WSQ) gamified learning approach to enhance oral health education with a focus on flossing skills. The study investigated the approach's impact on learning achievement, learning motivation, and flossing skills performance.

methodsA quasi-experimental study was adopted, with the experimental group using the WSQ gamified learning approach and the control group using a video-based learning method.

resultsThe results revealed that the WSQ gamified learning approach significantly improved learning achievement in flossing knowledge compared with the video-based learning method. However, both groups demonstrated comparable effects on learning motivation and flossing skills performance.

conclusionThese findings indicate that the WSQ gamified learning approach is a promising strategy for oral health promotion. Educators are encouraged to integrate appropriate technologies and learning strategies to effectively enhance learners' flossing skills.

Indexed as

Dental Devices, Home CareHealth Education, DentalLearningMotivationOral HealthAdultFemaleHumansMaleFlossing skillsGamificationLearning motivationWatch-summarize-question

Identifiers

PMID41063075
PMCPMC12506221

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.