| Id | 2502 | |
| Author | Sipiyaruk K.; Hatzipanagos S.; Vichayanrat T.; Reynolds P.A.; Gallagher J.E. | |
| Title | Evaluating a Dental Public-Health Game across Two Learning Contexts | |
| Reference | Sipiyaruk K.; Hatzipanagos S.; Vichayanrat T.; Reynolds P.A.; Gallagher J.E. Evaluating a Dental Public-Health Game across Two Learning Contexts,Education Sciences 12 8 |
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| Link to article | https://www.scopus.com/inward/record.uri?eid=2-s2.0-85136799485&doi=10.3390%2feducsci12080517&partnerID=40&md5=a2beaf1fcf583f41aad29e187fb30b93 |
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| Abstract | Serious games have been shown to be effective learning tools in various disciplines, including dental education. Serious-game learning environments allow learners to improve knowledge and skills. GRAPHIC (Games Research Applied to Public Health with Innovative Collaboration), a serious game for dental public health, was designed to simulate a town, enabling students to apply theoretical knowledge to a specific population by selecting health promotion initiatives to improve the oral health of the town population. This study employed a literature-based evaluation framework and a sequential explanatory mixed-methods research design to evaluate the use of GRAPHIC among final-year dental undergraduates across two learning contexts: King’s College London in the United Kingdom and Mahidol University in Thailand. Two hundred and sixty-one students completed all designated tasks, and twelve participated in semi-structured interviews. The findings demonstrated knowledge improvement after game completion based on pre- and post-knowledge assessments, and the students’ perceptions of the game as an interactive and motivational learning experience. The evaluation identified five serious-game dimensions and clear alignment between these dimensions, demonstrating the impact of serious games in dental public health and, more widely, in healthcare education. © 2022 by the authors. |
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