Impact of gamification on learning and satisfaction of dentistry students at a Peruvian university

Trigo-Cano S.; Coa-Serrano P.G.; Macedo-Valdivia S.C.; Chávez-Fernandez F.A. · Educacion Medica (2025) · DOI: 10.1016/j.edumed.2024.101018

Resumen

Introduction: Gamification through escape rooms is an active teaching-learning methodology widely used in the training of health professionals with positive results. However, there is little evidence of its application in dental students, so the present study investigated its effectiveness in learning and satisfaction of this population. Material and methods: Face-to-face escape rooms were designed in which 65 dental students participated. The intervention was structured in phases: planning, development and execution, with activities integrated into the theoretical content previously taught in class. Learning was evaluated through a pre- and post-test of knowledge based on 20 points, and satisfaction and experience with gamification in education (EGAMEDU) were measured after the intervention. Results: There was a statistically significant difference (p < 0.001) between the pre- and post-test scores, with an increase from 9.6 to 16.8 points after gamification. The level of student satisfaction was also high, with an average higher than 3.5. Similarly, the perception of the gamified experience was positive, with an average of over 4, stating that students had fun while learning during the game, and that frustration or stress were minimally perceived. Conclusions: Gamification, in general, and escape rooms, in particular, have been shown to have a positive impact on the learning and satisfaction of dentistry students, so they should be considered as a complementary tool to traditional teaching methods.

Instituciones: Universidad Nacional del Altiplano; Universidad Católica de Santa María