Using gamification to develop academic writing skills in dental undergraduate students

Tantawi, Maha El; Sadaf, Shazia; AlHumaid, Jehan

doi:10.1111/eje.12238

Cited by 38 publications

(24 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Although the study was conducted in SA, it is safe to assume that similar factors operate in schools with the same setting in various parts of the world. ere is increase in dissatisfaction with traditional curricula as reflected by several studies conducted in SA and investigating the introduction of contemporary teaching and assessment tools [10][11][12][13].…”

Section: Discussionmentioning

confidence: 99%

Student and Faculty Satisfaction with Their Dental Curriculum in a Dental College in Saudi Arabia

Abdel‐Salam

Rodriguez

Brallier

2020

International Journal of Dentistry

View full text Add to dashboard Cite

e existing dental curriculum is taught at the College of Dentistry since 2002. e aim of this research is to explore the satisfaction levels of faculty members and students with that curriculum. is information will justify a curriculum reformation plan that addresses the aspirations of both faculty members and students. In this cross-sectional study, a two-section survey was prepared. Section 1 investigated the level of satisfaction with the curriculum, and Section 2 sought reasons why participants were satisfied with the curriculum. e questionnaire was electronically mailed to faculty members, interns, and senior students. Data were analyzed to identify patterns and points of disagreement expressed by faculty and students. e overall response rate was 68.7%. e mean standard deviation (SD) score in the study sample from all respondents was 5.0 (+3.0). Faculty significantly registered higher satisfaction than students (mean (SD) = 5.9 (+2.9) and 4.1 (+2.8), P � 0.002). Results of multivariate analysis showed that faculty members were more satisfied with the curriculum than students because they thought the curriculum prepared competent graduates (regression coefficient = 1.76 and 0.69). Teaching staff and students' satisfaction levels with the curriculum were significantly associated with their perception that the curriculum produces competent graduates. Areas with low students' satisfaction levels were related to promotion of engagement with others and development of critical thinking and problem-solving skills. ese areas should be the focus of future curriculum reformation to prepare competitive graduates with competences aligned with the recommendations of the Saudi Arabia Qualification Framework and of the international benchmarks.

show abstract

Section: Discussionmentioning

confidence: 99%

Student and Faculty Satisfaction with Their Dental Curriculum in a Dental College in Saudi Arabia

Abdel‐Salam

Rodriguez

Brallier

2020

International Journal of Dentistry

View full text Add to dashboard Cite

show abstract

“…Game‐based e‐learning is also reported to be effective in achieving higher cognitive learning outcomes and a positive motivational impact for medical students (Boeker et al, ). Dental students showed an improvement in academic writing skills following the use of game‐based learning (El Tantawi et al, ), while improved student empathy and attitudes were noted for nursing students (Chen et al, ) and pharmacy students (Chen et al, ). While games have been used for teaching an array of topics and have been found to be effective, their clinical benefits for patient care need to be evaluated (de Wit‐Zuurendonk and Oei, ).…”

Section: Introductionmentioning

confidence: 99%

Development and Assessment of a Three‐Dimensional Tooth Morphology Quiz for Dental Students

Lone

Vagg

Theocharopoulos

et al. 2018

Anatomical Sciences Ed

View full text Add to dashboard Cite

Tooth morphology has a pivotal role in the dental curriculum and provides one of the important foundations of clinical practice. To supplement tooth morphology teaching a three‐dimensional (3D) quiz application (app) was developed. The 3D resource enables students to study tooth morphology actively by selecting teeth from an interactive quiz, modify their viewpoint and level of zoom. Additionally, students are able to rotate the tooth to obtain a 3D spatial understanding of the different surfaces of the tooth. A cross‐over study was designed to allow comparison of students’ results after studying with the new application or traditionally with extracted/model teeth. Data show that the app provides an efficient learning tool and that students’ scores improve with usage (18% increase over three weeks, P < 0.001). Data also show that student assessment scores were correlated with scores obtained while using the app but were not influenced by the teaching modality initially accessed (r2 = 0.175, P < 0.01). Comparison of the 2016 and 2017 class performance shows that the class that had access to the app performed significantly better on their final tooth morphology assessment (68.0% ±15.0 vs. 75.3% ±13.4, P < 0.01). Furthermore, students reported that the 3D application was intuitive, provided useful feedback, presented the key features of the teeth, and assisted in learning tooth morphology. The 3D tooth morphology app thus provides students with a useful adjunct teaching tool for learning dental anatomy. Anat Sci Educ 00: 000–000. © 2018 American Association of Anatomists.

show abstract

“…Gamification is defined as "the use of game design elements in non-game contexts." 20,21 It represents an increasingly popular field of research and application due to its potential to increase users' engagement, [22][23][24][25] satisfaction, 23,26,27 enjoyment of activities, [28][29][30] task performance, [30][31][32] participation, 22,33 empowerment, 25 learning, 27,[34][35][36][37][38][39] attitude,, 22,35,40 and in reinforcing a behavior. 37 The intervention targeting empowerment used a narrative presented by a video format and interpersonal communication elements through text messages.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of a smartphone app to increase parents' knowledge and empowerment in the MMR vaccination decision: A randomized controlled trial

Fadda

Galimberti

Fiordelli

et al. 2017

Human Vaccines & Immunotherapeutics

View full text Add to dashboard Cite

Researchers are trying to build evidence for mhealth effectiveness in various fields. However, no evidence yet is showing the effectiveness of mhealth on parents' attitudes and behavior with regard to recommended vaccination of their children. The aim of this study was to look into the effects of 2 smartphone-based interventions targeting MMR vaccination knowledge and psychological empowerment respectively. The interventions used gamification features and videos in combination with text messages. We conducted a 2x2 between-subject factorial randomized controlled trial (absence/presence of knowledge intervention X absence/presence of empowerment intervention) with parents of young children in Italy. We randomly allocated 201 eligible participants to one of the 4 conditions. Data were collected by questionnaires at baseline and posttest. Primary outcomes were MMR vaccination knowledge, psychological empowerment, risk perception, and preferred decisional role; secondary outcomes included MMR vaccination intention, attitude, confidence, and recommendation intention. A significant gain in vaccination knowledge was reported by all experimental groups compared with the control (F(3,179) = 48.58, p < .000), while only those receiving both interventions reported a significant increase in their psychological empowerment (t(179) = -2.79, p = .006). Participants receiving the intervention targeting knowledge reported significantly higher intention to vaccinate (t(179) = 2.111; p = .03) and higher confidence in the decision (t(179) = 2.76; p = .006) compared with the control group. Parent-centered, gamified mobile interventions aimed at providing parents with vaccination-related information can be used to increase their knowledge, their intention to vaccinate as well as their confidence in the vaccination decision.

show abstract

Using gamification to develop academic writing skills in dental undergraduate students

Abstract: Using gamification in an obligatory course for first-year dental students was associated with an improvement in academic writing skills although students' satisfaction with game aspects was modest and their willingness to use gamification in future courses was minimal.

Cited by 38 publications

References 20 publications

Student and Faculty Satisfaction with Their Dental Curriculum in a Dental College in Saudi Arabia

Student and Faculty Satisfaction with Their Dental Curriculum in a Dental College in Saudi Arabia

Development and Assessment of a Three‐Dimensional Tooth Morphology Quiz for Dental Students

Effectiveness of a smartphone app to increase parents' knowledge and empowerment in the MMR vaccination decision: A randomized controlled trial

Contact Info

Product

Resources

About