Maha El Tantawi1, Shazia Sadaf2, Jehan AlHumaid1. 1. Department of Preventive Dental Sciences, College of Dentistry, University of Dammam, Dammam, Saudi Arabia. 2. Department of Dental Education, College of Dentistry, University of Dammam, Dammam, Saudi Arabia.
Abstract
OBJECTIVES: To assess the satisfaction of first-year dental students with gamification and its effect on perceived and actual improvement of academic writing. METHODS: Two first-year classes of dental undergraduate students were recruited for the study which extended over 4 months and ended in January 2015. A pre-intervention assessment of students' academic writing skills was performed using criteria to evaluate writing. The same criteria were used to evaluate the final writing assignment after the intervention. Students' satisfaction with game aspects was assessed. The per cent change in writing score was regressed on scores of satisfaction with game aspects controlling for gender. Perceived improvement in writing was also assessed. RESULTS: Data from 87 (94.6%) students were available for analysis. Students' overall satisfaction with the gamified experience was modest [mean (SD) = 5.9 (2.1)] and so was their overall perception of improvement in writing [mean (SD) = 6.0 (2.2)]. The per cent score of the first assignment was 35.6 which improved to 80 in the last assignment. Satisfaction with playing the game was significantly associated with higher percentage of improvement in actual writing skills [regression coefficient (95% confidence interval) = 21.1 (1.9, 40.2)]. CONCLUSION: 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.
OBJECTIVES: To assess the satisfaction of first-year dental students with gamification and its effect on perceived and actual improvement of academic writing. METHODS: Two first-year classes of dental undergraduate students were recruited for the study which extended over 4 months and ended in January 2015. A pre-intervention assessment of students' academic writing skills was performed using criteria to evaluate writing. The same criteria were used to evaluate the final writing assignment after the intervention. Students' satisfaction with game aspects was assessed. The per cent change in writing score was regressed on scores of satisfaction with game aspects controlling for gender. Perceived improvement in writing was also assessed. RESULTS: Data from 87 (94.6%) students were available for analysis. Students' overall satisfaction with the gamified experience was modest [mean (SD) = 5.9 (2.1)] and so was their overall perception of improvement in writing [mean (SD) = 6.0 (2.2)]. The per cent score of the first assignment was 35.6 which improved to 80 in the last assignment. Satisfaction with playing the game was significantly associated with higher percentage of improvement in actual writing skills [regression coefficient (95% confidence interval) = 21.1 (1.9, 40.2)]. CONCLUSION: 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.
Authors: Cathy C Roche; Nancy P Wingo; Andrew O Westfall; Andres Azuero; Donald M Dempsey; James H Willig Journal: Comput Inform Nurs Date: 2018-09 Impact factor: 1.985
Authors: Guadalupe Molina-Torres; Miguel Rodriguez-Arrastia; Raquel Alarcón; Nuria Sánchez-Labraca; María Sánchez-Joya; Pablo Roman; Mar Requena Journal: JMIR Serious Games Date: 2021-03-24 Impact factor: 4.143
Authors: Juan J López-Jiménez; José L Fernández-Alemán; José A García-Berná; Laura López González; Ofelia González Sequeros; Joaquín Nicolás Ros; Juan M Carrillo de Gea; Ali Idri; Ambrosio Toval Journal: Int J Environ Res Public Health Date: 2021-12-15 Impact factor: 3.390