Serious games provide an option for healthcare and dental education but remain underutilised and researched. At best, they offer a similar experience to other methods in relation to educational outcome; however, they can provide a supplementary strategy to engage students and improve learner satisfaction.

Serious gaming claims to provide an interactive and motivational approach to learning; hence, it is being increasingly used in various disciplines, including dentistry. GRAPHIC (Games Research Applied to Public Health with Innovative Collaboration)-II, a serious game for dental public health, was used by dental undergraduates at King's College London, in the 2013-2014 academic year. The aim was to explore the use of GRAPHIC and student perspectives on the game. Students were divided into two groups with 79 students in each group, based on timetabling schedules to use the game as part of their learning. The average number of submission attempts by students in group 1 and group 2 used to complete the game was 18.3 (SD = 14.45) and 8.9 (SD = 16.80), respectively (p \ 0.001). Logged data also showed that more students in group 2 completed the game with only one attempt (n = 23), compared with group 1 (n = 4). Amongst these students there were four different patterns of satisfactory answers which constituted their chance to 'win' and a range of times. Across the two groups, a number of students completed the game with a high number ([30) of attempts (n = 18). These findings suggest that whilst some students may have completed the game using a collaborative approach, others may have used a random approach to complete the game. These two strategies are considered to hinder students from achieving learning outcomes within the game, and may be related to the limitations of the game in managing the role of failure. Feedback from students towards the game was positive overall with further development suggested. In summary, GRA-PHIC contributed to dental public health education, and the logging system of gaming 123Tech Know Learn (2017) 22:209-218 DOI 10.1007 activities can be considered as a helpful feature of serious games, to permit academic staff to identify and assist students in achieving learning outcomes, and inform future game refinement.

The COVID-19 pandemic has forced faculties including dental schools into a ‘new normal’, where the adoption of remote or distance learning is required to minimise the risk of infection. Synchronous learning historically was favoured due to the perceived advantage of ‘real time’ interactions between instructors and learners; these interactions are not always possible in asynchronous settings. However, serious games can overcome this limitation of asynchronous learning. This integrative review explores the literature on serious games in dental education, to construct a conceptual framework of their strengths in this pandemic. Following consideration of inclusion and exclusion criteria, 15 articles on 11 serious games designed for dental education were included in this review. Our investigation points to an increase in the use of serious games since 2018. The findings of the review support the use of serious games in dental education during the recent crisis. Key strengths include positive educational outcomes, enhanced engagement and motivation, interactive asynchronous distance learning, a safe learning environment, and the advantage of stealth assessment. Consequently, the ‘new normal’ in education appears to support a very promising future for serious games, particularly in dental education. A conceptual framework is proposed to inform further research across all education settings and timeframes.

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Odontogenic orofacial space infection is an important topic in the dental curriculum. However, dental students do encounter difficulties in identifying the patterns of odontogenic infection spreading through fascial spaces. The implementation of game concepts might allow them to actively learn this topic by engagement. This research aimed to develop a game for learning about the orofacial spaces and to evaluate its implementation whether a competitive or collaborative approach would be more effective for dental undergraduates. ‘Trace the Spread’ has been developed as a table‐top board game, consisting of a main board presenting the anatomical map of a human model and two types of cards (quest and action cards). Eight groups of four students were randomly assigned into either the collaboration or competition group. The students were given pre‐ and post‐knowledge assessments to evaluate knowledge improvement after game completion, where they were asked to rate their satisfaction toward the game using a paper‐based questionnaire. The findings demonstrated a significant increase in the knowledge assessment scores after game completion in both collaboration (p < 0.001) and competition groups (p = 0.003). The score improvement of the collaboration group was significantly higher than that of the competition group (p < 0.001). The students tended to show satisfaction with the game, in which the collaboration group rated the game more positively compared to the competitive approach. This game appeared to be effective for learning orofacial space infections, and the learning environment within the collaborative group was found to be more supportive in terms of knowledge improvement and satisfaction.

Nickel-Titanium (NiTi) springs have been increasingly used in orthodontics; however, no optimum condition of heat treatment has been reported. Therefore, this research was conducted to determine the optimum heat-treatment temperature and duration for the fabrication of NiTi-closed coil springs by investigating their effects on thermo-mechanical properties. As-drawn straight NiTi wires of 0.2 mm diameter were used to fabricate closed coil springs of 0.9 mm lumen diameter. The springs were heat-treated at three different temperatures (400, 450, and 500 °C) with three different durations (20, 40, and 60 min). Electron Probe Micro-Analysis (EPMA) and Differential Scanning Calorimetry (DSC) were used to investigate element composition and thermo-mechanical properties, respectively. Custom-made NiTi closed coil springs composed of 49.41%-Ti and 50.57%-Ni by atomic weight, where their DSC curves of 500 °C presented the obvious endothermic and exothermic peaks, and the austenite finish temperature (Af) were approximately 25 °C. With increasing temperature, deactivation curves presented decreased plateau slopes generating higher superelastic ratios (SE ratios). At 500 °C, closed coil springs showed superelastic tendency with lower stress hysteresis. The thermo-mechanical properties were significantly influenced by heat-treatment temperature rather than duration. The optimum parameter appeared to be 500 °C for 40 min to produce appropriate force delivery levels, relatively low plateau slope, and lower hysteresis for orthodontic use.

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.