Perceived Enablers of and Barriers to Serious Game as Oral Histology Learning Strategy for Undergraduate Dental Students

• Main Authors: Lisa R. Amir (Author), Salsabila N. Dewatmoko (Author), Irene C. Leonardy (Author), Rezon Yanuar (Author), Dewi F. Suniarti (Author), Erik Idrus (Author), Kawin Sipiyaruk (Author), Ria Puspitawati (Author), Yuniardini Wimardhani (Author)
• Format: Book
• Published: MDPI AG, 2024-08-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.

Summary

Previously, we reported the serious game <i>HistoRM</i> as an innovative learning approach for an oral histology course. This study aimed to examine the impact of <i>HistoRM</i> on summative assessment and the enablers and barriers factors affecting <i>HistoRM</i> as an interactive learning strategy in an oral histology course. A crossover randomized controlled trial was performed. Study participants were first-year dental students at the Universitas Indonesia. The average final grades of students who participated in <i>HistoRM</i> serious game were significantly higher than those of students who did not participate in this trial (<i>p</i> < 0.001). Positive responses of <i>HistoRM</i> were observed in the learning content, games and learning experience domains. The enabler factors most recognized by the students were the game method, which helped students to understand the learning materials; the immediate feedback provided following each gameplay; as well as the fun and interesting gameplay. The barrier factors most recognized by the students were some challenges of the gameplay, which resulted in a longer time needed to study. While the <i>HistoRM</i> serious game can stimulate student motivation and engagement in learning oral histology, overcoming the barriers is essential for the implementation of serious games as a complementary learning approach in the dental curriculum.

Item Description

10.3390/dj12090280
2304-6767