Game-based learning in orthodontic education: a systematic review

OBJECTIVE: To evaluate educational impact of game-based learning (GBL) in orthodontic education. METHODS: A systematic search was undertaken across four databases (Scopus, PubMed, ProQuest Dissertations & Theses Global, and Google Scholar) to identify relevant articles published from January 2000 to December 2023, with reference list screening; last search 28 January 2024. RESULTS: Seven articles were included (four randomized control trials and three questionnaire surveys). Six had a moderate risk of bias; one had low risk. Five studies assessed digital GBL, one gamified traditional learning with an audience response system, and one used a card game. Two RCTs showed GBL enhanced learner performance over traditional methods; one found no significant difference. All studies reported positive perceptions of GBL at undergraduate and postgraduate levels. CONCLUSION: GBL shows potential in orthodontic education by integrating entertaining and educational elements to foster performance in engaging environments. However, overall evidence quality is limited due to moderate risk of bias in most studies; further high-quality experimental research is needed.

Kawin Sipiyaruk, Patricia A. Reynolds, Theerasak Nakornnoi, Peerapong Santiwong, Rochaya Chintavalakorn