Year: 2025
Type: article
Abstract: PURPOSE: This study aimed to assess the educational impact and perceived relevance of a pedagogical escape game designed to reinforce key concepts related to dental biomaterials. METHODS: In 2023, a modular escape game comprising four mandatory stations and one bonus station was developed and integrated into two pedagogical settings: a compulsory practical session for fourth-year dental undergraduates (n = 179) and a voluntary continuing education event for dental professionals (n = 18). Participants completed a 15-item true/false knowledge questionnaire immediately before and after gameplay. Responses were analyzed to determine individual knowledge progression. A 14-item feedback questionnaire with a Likert scale was used to collect participant perceptions of the educational value, motivational impact, and satisfactoriness of the game. RESULTS: No statistically significant between-group differences were observed between the pre- and post-test mean scores of undergraduates and professionals; both groups demonstrated significant knowledge improvement following the game (p < 0.05). Satisfaction was high in both groups (mean scores of 4.83 ± 0.47 and 4.72 ± 0.46 for undergraduates and professionals, respectively), and the game was widely considered useful for knowledge reinforcement. Undergraduates rated the clinical applicability and pacing of the game more favorably than professionals did (p < 0.05). The success rate, defined as completing the mandatory stations in the allotted time, was 53% for undergraduates and 0% for professionals. CONCLUSION: The game contributed to measurable learning gains and received high approval from both learner populations. Its modular design supports implementation across diverse educational contexts in dentistry.
Source: Journal of Dental Education
DOI: 10.1002/jdd.70123
Authors: Sara Bergman, Yasmine Smail, Timothy Fasham, Mathieu Izart, Yohann Brukarz, Fleur Beres, Vinciane Lore, Marie Jannot, Max Troizier‐Cheyne, Stephane Le‐Goff, Sarah Abdel‐Gawad, Laurence Jordan, Julia Bosco, Samuel Morice, Amelie Lefort‐Louet, Lina Grich, Sandrella Hamdan, Romain Ceinos, Sophie Gosselin, Thibault Lemonnier, Elisabeth Dursun, Helene Gouze, Jean‐Pierre Attal, Elisa Caussin, Philippe Francois
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: hybrid
Estimated APC paid: $3,570
OpenAlex ID: W4417483413