Gamification to improve learning in dental students at the Catholic University of Cuenca

Abstract

Introduction: Teaching Diagnostic Orthodontics in the Dentistry program requires innovative teaching resources to motivate students to facilitate learning. Gamification is presented as an educational strategy That can increase participation, interest, and knowledge retention. Objective: To design and implement a plan of gamified teaching strategies to improve learning among Diagnostic Orthodontics students at the Catholic University of Cuenca. Methods: A qualitative-descriptive study was conducted using an action research approach, based on the researcher's direct experience. The intervention included interactive activities and online tests deliverated via platforms such as Kahoot and Nearpod, to assess students' perceptions and performance. Results: The majority of students positively valued the gamified tools, considering the online tests (83.4%) and interactive activities (79.6%) to be very useful in reinforcing learning and participation. Furthermore, 85.2% perceived improvements in topic comprehension and exam preparation, while 79.6% reported benefits in concentration and motivation, although some technical difficulties were reported. The program-related incentives were well received (85.2%), as was the use of Nearpod (81.5%) and Kahoot (75.9%). Overall satisfaction reached 81.5%, confirming the effectiveness of gamification on academic performance. Conclusions: Gamification significantly Helped to overcome difficulties with difficulties in key topics in Diagnostic Orthodontics, promoting active, motivating, and collaborative learning. This strategy strengthened cognitive, social, and technological skills, as well as creativity and logical thinking, facilitating the understanding of complex content and fostering a dynamic, meaningful learning environment.