Details on article
|Author||Sipiyaruk K.; Hatzipanagos S.; Vichayanrat T.; Reynolds P.A.; Gallagher J.E.
|Title||Evaluating a Dental Public-Health Game across Two Learning Contexts|
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
|Link to article|| https://www.scopus.com/inward/record.uri?eid=2-s2.0-85136799485&doi=10.3390%2feducsci12080517&partnerID=40&md5=a2beaf1fcf583f41aad29e187fb30b93
|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.