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Acquiring Critical Thinking and Decision-Making Skills: An Evaluation of a Serious Game Used by Undergraduate Dental Students in Dental Public Health

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Title: Acquiring Critical Thinking and Decision-Making Skills: An Evaluation of a Serious Game Used by Undergraduate Dental Students in Dental Public Health
Language: English
Authors: Sipiyaruk, K. (ORCID 0000-0002-3264-1553), Gallagher, J. E., Hatzipanagos, S., Reynolds, P. A.
Source: Technology, Knowledge and Learning. Jul 2017 22(2):209-218.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Page Count: 10
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Critical Thinking, Decision Making Skills, Undergraduate Students, Dental Health, Public Health, Educational Games, Student Satisfaction, Student Attitudes, Control Groups, Experimental Groups, Learning Strategies, Teaching Methods, Learning Activities, Incidence, Time on Task, Foreign Countries
Geographic Terms: United Kingdom (London)
DOI: 10.1007/s10758-016-9296-6
ISSN: 2211-1662
Abstract: Serious gaming claims to provide an interactive and motivational approach to learning; hence, it is being increasingly used in various disciplines, including dentistry. GRAPHIC (Games Research Applied to Public Health with Innovative Collaboration)-II, a serious game for dental public health, was used by dental undergraduates at King's College London, in the 2013-2014 academic year. The aim was to explore the use of GRAPHIC and student perspectives on the game. Students were divided into two groups with 79 students in each group, based on timetabling schedules to use the game as part of their learning. The average number of submission attempts by students in group 1 and group 2 used to complete the game was 18.3 (SD = 14.45) and 8.9 (SD = 16.80), respectively (p < 0.001). Logged data also showed that more students in group 2 completed the game with only one attempt (n = 23), compared with group 1 (n = 4). Amongst these students there were four different patterns of satisfactory answers which constituted their chance to "win" and a range of times. Across the two groups, a number of students completed the game with a high number (>30) of attempts (n = 18). These findings suggest that whilst some students may have completed the game using a collaborative approach, others may have used a random approach to complete the game. These two strategies are considered to hinder students from achieving learning outcomes within the game, and may be related to the limitations of the game in managing the role of failure. Feedback from students towards the game was positive overall with further development suggested. In summary, GRAPHIC contributed to dental public health education, and the logging system of gaming activities can be considered as a helpful feature of serious games, to permit academic staff to identify and assist students in achieving learning outcomes, and inform future game refinement.
Abstractor: As Provided
Number of References: 24
Entry Date: 2017
Accession Number: EJ1145139
Database: ERIC
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  Data: Acquiring Critical Thinking and Decision-Making Skills: An Evaluation of a Serious Game Used by Undergraduate Dental Students in Dental Public Health
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– Name: Abstract
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  Data: Serious gaming claims to provide an interactive and motivational approach to learning; hence, it is being increasingly used in various disciplines, including dentistry. GRAPHIC (Games Research Applied to Public Health with Innovative Collaboration)-II, a serious game for dental public health, was used by dental undergraduates at King&#39;s College London, in the 2013-2014 academic year. The aim was to explore the use of GRAPHIC and student perspectives on the game. Students were divided into two groups with 79 students in each group, based on timetabling schedules to use the game as part of their learning. The average number of submission attempts by students in group 1 and group 2 used to complete the game was 18.3 (SD = 14.45) and 8.9 (SD = 16.80), respectively (p &lt; 0.001). Logged data also showed that more students in group 2 completed the game with only one attempt (n = 23), compared with group 1 (n = 4). Amongst these students there were four different patterns of satisfactory answers which constituted their chance to &quot;win&quot; and a range of times. Across the two groups, a number of students completed the game with a high number (&gt;30) of attempts (n = 18). These findings suggest that whilst some students may have completed the game using a collaborative approach, others may have used a random approach to complete the game. These two strategies are considered to hinder students from achieving learning outcomes within the game, and may be related to the limitations of the game in managing the role of failure. Feedback from students towards the game was positive overall with further development suggested. In summary, GRAPHIC contributed to dental public health education, and the logging system of gaming activities can be considered as a helpful feature of serious games, to permit academic staff to identify and assist students in achieving learning outcomes, and inform future game refinement.
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        Value: 10.1007/s10758-016-9296-6
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      – Text: English
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      Pagination:
        PageCount: 10
        StartPage: 209
    Subjects:
      – SubjectFull: Critical Thinking
        Type: general
      – SubjectFull: Decision Making Skills
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Dental Health
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      – SubjectFull: Public Health
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      – SubjectFull: Student Satisfaction
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Experimental Groups
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      – SubjectFull: Time on Task
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      – SubjectFull: Foreign Countries
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      – SubjectFull: United Kingdom (London)
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      – TitleFull: Acquiring Critical Thinking and Decision-Making Skills: An Evaluation of a Serious Game Used by Undergraduate Dental Students in Dental Public Health
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