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Anatomical sciences education
2023 Jul-Aug;16 (4): 666-676.

An educational board game for learning orofacial spaces: An experimental study comparing collaborative and competitive approaches.

Tawepong Arayapisit, Dittakul Pojmonpiti, Karn Dansirisomboon, Kittikorn Jitverananrangsri, Donaya Poosontipong, Kawin Sipiyaruk
Author Information
  1. Tawepong Arayapisit: Department of Anatomy, Faculty of Dentistry, Mahidol University, Bangkok, Thailand.
  2. Dittakul Pojmonpiti: Doctor of Dental Surgery Program, Faculty of Dentistry, Mahidol University, Bangkok, Thailand.
  3. Karn Dansirisomboon: Doctor of Dental Surgery Program, Faculty of Dentistry, Mahidol University, Bangkok, Thailand.
  4. Kittikorn Jitverananrangsri: Doctor of Dental Surgery Program, Faculty of Dentistry, Mahidol University, Bangkok, Thailand.
  5. Donaya Poosontipong: Doctor of Dental Surgery Program, Faculty of Dentistry, Mahidol University, Bangkok, Thailand.
  6. Kawin Sipiyaruk: Department of Orthodontics, Faculty of Dentistry, Mahidol University, Bangkok, Thailand. ORCID
PMID: 36695535 DOI: 10.1002/ase.2257

Abstract

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.

Keywords

dental education educational game game-based learning human anatomy social constructivism

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MeSH Term

Humans
Anatomy
Curriculum
Educational Measurement
Educational Status
Learning
Students
Journal Article Randomized Controlled Trial
Article has an altmetric score of 1

Word Cloud

Created with Highcharts 10.0.0gamelearninggrouporofacialdentalstudentscollaborationcompetitivecollaborativeboardcompetitionknowledgeimprovementsatisfactionspaceinfectiontopicspacesimplementationevaluateapproacheffectivehumancardsgroupscompletionp < 0001educationalOdontogenicimportantcurriculumHoweverencounterdifficultiesidentifyingpatternsodontogenicspreadingfascialconceptsmightallowactivelylearnengagementresearchaimeddevelopwhetherundergraduates'TraceSpread'developedtable-topconsistingmainpresentinganatomicalmapmodeltwotypesquestactionEightfourrandomlyassignedeithergivenpre-post-knowledgeassessmentsaskedratetowardusingpaper-basedquestionnairefindingsdemonstratedsignificantincreaseassessmentscoresp = 0003scoresignificantlyhighertendedshowratedpositivelycomparedappearedinfectionsenvironmentwithinfoundsupportivetermsspaces:experimentalstudycomparingapproacheseducationgame-basedanatomysocialconstructivism

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