Impact of Gamification as Compared to Conventional Teaching Methods Among University Students in Alexandria

NCT07563478 | Completed

• 1 other identifier: PUA-0220260163462
• Study Type: interventional
• Target: 168
• Locations: 1 country
• Sites: 1

Brief Summary

This study is designed to evaluate the effect of gamification-based teaching strategies on learning outcomes and student engagement in undergraduate oral pathology education. Traditional didactic teaching methods in dental education are often associated with passive learning and variable student engagement. In response, educational gamification has emerged as an innovative pedagogical approach that integrates game elements into learning activities to enhance motivation, participation, and knowledge retention. This study employs a crossover interventional design involving undergraduate dental students enrolled in an Oral Pathology course. Participants will be exposed to both traditional teaching methods and gamified learning interventions in a structured sequence, allowing each participant to serve as their own control. The gamified intervention includes the use of an online game designed on Genially to reinforce key concepts in Oral Pathology. The traditional control arm consists of standard lecture-based instruction without gamification elements. The primary objective of this study is to compare knowledge acquisition between gamified and traditional teaching approaches, measured through standardized assessments administered after each intervention phase. Secondary objectives include evaluating student engagement, satisfaction, and perception of learning effectiveness using validated structured questionnaires. The study aims to determine whether gamification enhances academic performance and improves student engagement compared to conventional teaching methods. It also seeks to explore student perceptions of innovative teaching strategies and their potential integration into the dental curriculum. Data will be collected at multiple time points corresponding to each phase of the crossover design. Statistical analysis will compare outcomes between intervention periods, accounting for within-subject variability. The findings are expected to provide evidence-based insights into the effectiveness of gamification in dental education and support curriculum development strategies aimed at improving active learning and student-centered teaching approaches. This study addresses an important gap in dental education research by systematically evaluating gamification using a controlled crossover design, providing robust comparative data between traditional and innovative teaching methods in oral pathology education.

Conditions

Gamification in Oral Pathology Education

Keywords

Oral Pathology; Dental Education; Gamification; Undergraduate Dental Students; Cross-over; Educational Intervention

Outcome Measures

Primary Outcomes (2)

• Knowledge Acquisition

  Assessment of student knowledge acquisition following each teaching phase (gamification-based and traditional lecture-based instruction). Knowledge is measured using a standardized assessment, consisting of 10 multiple-choice questions (1 point each). On a scale of 0-10, students were given scores, with 10 representing the best scores. Scores are compared before (pre-test) and immediately after (immediate post-test) the intervention. Scores are also compared between intervention phases in a cross-over design, where each participant serves as their own control.

  Week (1) and Week (3): Immediately after the completion of each teaching phase (gamification phase and traditional teaching phase).

• Long-term retention

  Assessment of student knowledge retention, four weeks after the teaching phase (Gamification-based and Traditional lecture-based instruction). Knowledge is measured using a standardized assessment consisting of 10 multiple-choice questions (1 point each). On a scale of 0-10, students were given scores, with 10 representing the best scores. Scores are compared before the intervention (pre-test) and 4-weeks after the intervention (delayed post-test). Scores are also compared between intervention phases in a cross-over design, where each participant serves as their own control.

  Week (5) and week (7): 4 weeks after the teaching phase

Secondary Outcomes (1)

• Student Satisfaction and Engagement

  Week (7): After completion of all phases of the intervention

Study Arms (2)

Gamification Sequence

EXPERIMENTAL

Participants in this arm receive gamification-based teaching in the first phase of the study, followed by traditional lecture-based instruction in the second phase after cross-over. The gamified intervention included a digital game, created on Genially to enhance knowledge acquisition, retention and student engagement.

Behavioral: Gamification-based Teaching; Behavioral: Traditional Lecture-based Teaching

Traditional Sequence

ACTIVE COMPARATOR

Participants in this arm receive traditional lecture-based teaching in the first phase of the study, followed by gamification-based teaching in the second phase after the cross-over. The traditional teaching method consists of standard PowerPoint lectures, without game-based elements.

Behavioral: Gamification-based Teaching; Behavioral: Traditional Lecture-based Teaching

Interventions

Gamification-based Teaching BEHAVIORAL

Two custom-designed digital games will be designed on Genially(reference). To reduce content-related confounding and to enhance the reliability of comparisons across the two intervention phases, a single Oral Pathology topic was selected for the study. The topic was deliberately divided into two equivalent parts, each covering distinct but comparable subtopics with similar learning objectives and cognitive demands. Educational Principles Incorporated 1. Retrieval Practice: The game emphasizes active retrieval of information through repeated questioning and case-based challenges. 2. Spaced Repetition: Core Oral Pathology concepts are revisited across multiple stages of gameplay. 3. Scaffolding (Progressive Difficulty): Game levels are structured to progress from simple to complex cognitive demands. This progressive structure aimed to support cognitive load management and facilitate deeper learning. 4. Feedback: Immediate feedback is provided after each response.

Gamification Sequence; Traditional Sequence

Traditional Lecture-based Teaching BEHAVIORAL

Conventional teaching method used in Oral Pathology education, consisting of structured instructor-led lectures and standard PowerPoint presentations without gamification elements. The teaching is delivered in a passive learning format focusing on theoretical explanation of Oral Pathology concepts.

Gamification Sequence; Traditional Sequence

Eligibility Criteria

• Age: 18 Years - 22 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• All third-year students enrolled in the Oral Pathology course during the Spring semester, 2026.

You may not qualify if:

• Students with previous exposure to the course will be excluded from the study; those who have previously taken the course and failed the exam, or those who are retaking the course to improve their grade.
• Students who haven't completed General Pathology, General Histology or Oral Biology courses will be excluded from the study.
• Students with learning difficulties- as determined by Special Cases Coordinator in the faculty- such as dyslexic or bipolar students will be excluded from the current study.
• Students who were absent during one or more of the intervention sessions.
• Students who did not consent to participate in the study.

Sponsors & Collaborators

• Pharos University in Alexandria: lead

Study Sites (1)

Pharos University in Alexandria

Alexandria, Egypt

Location

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Masking Details: Outcomes assessor was blinded to the intervention (game) when creating the assessment. Also the investigator was blinded to the assessments while creating the games to avoid bias.
• Purpose: OTHER
• Intervention Model: CROSSOVER
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Lecturer of Oral and Maxillofacial Pathology

Model Details: Cluster-randomized Cross Over Clinical Trial

Study Record Dates

• First Submitted: April 19, 2026
• First Posted: May 4, 2026
• Study Start: February 12, 2026
• Primary Completion: April 9, 2026
• Study Completion: April 16, 2026
• Last Updated: May 4, 2026

Record last verified: 2026-04

Data Sharing

• IPD Sharing: Will not share

Locations

EG (1)