{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,21]],"date-time":"2026-08-21T16:27:18Z","timestamp":1787329638631,"version":"build-2736575974"},"reference-count":26,"publisher":"Wiley","license":[{"start":{"date-parts":[[2026,8,21]],"date-time":"2026-08-21T00:00:00Z","timestamp":1787270400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"},{"start":{"date-parts":[[2026,8,21]],"date-time":"2026-08-21T00:00:00Z","timestamp":1787270400000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Journal of Dental Education"],"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Purpose\/Objectives<\/jats:title>\n                    <jats:p>Active learning methodologies have been increasingly adopted in dental education to promote student engagement and improve learning outcomes. Gamification has emerged as a promising strategy; however, evidence regarding its effectiveness in oral radiology education remains limited. This study aimed to evaluate the effectiveness of a gamified instructional activity, used in combination with traditional teaching, in undergraduate oral radiology courses.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      This mixed\u2010methods, single\u2010group pre\u2010\/post quasi\u2010experimental study was conducted with 68 undergraduate dental students enrolled in Oral Radiology I and II at Pontif\u00edcia Universidade Cat\u00f3lica de Minas Gerais. In addition, a historical control group of 64 students from the previous academic year, who received only conventional lecture\u2010based instruction, was included for comparison. Students completed an assessment following traditional lecture\u2010based instruction and a second assessment after participation in a gamified activity (Power Radio). Data followed a non\u2010normal distribution; therefore, the Wilcoxon signed\u2010rank test was used for paired comparisons within the current cohort, and the Mann\u2013Whitney\n                      <jats:italic>U<\/jats:italic>\n                      test was used for comparisons between the current cohort and the historical control. Student perceptions of the gamified activity were collected through qualitative feedback.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Mean assessment scores increased significantly after the gamified intervention in both Oral Radiology I (from 5.6 to 8.6) and Oral Radiology II (from 4.8 to 8.1) (\n                      <jats:italic>p<\/jats:italic>\n                      &lt; 0.0001). No statistically significant differences were observed between male and female students. Most participants (96.1%) reported that the gamified activity was an effective didactic resource and described increased motivation, engagement, and perceived learning benefits.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>Gamification, when used as a complementary strategy alongside traditional instruction, was associated with improved academic performance and positive student perceptions in undergraduate oral radiology courses. These findings support the integration of structured gamified activities as a potentially beneficial approach to enhance engagement and reinforce learning in dental education.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/jdd.70349","type":"journal-article","created":{"date-parts":[[2026,8,21]],"date-time":"2026-08-21T15:25:02Z","timestamp":1787325902000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Use of Gamification as an Active Teaching and Learning Methodology in Undergraduate Dental Education in Oral Radiology"],"prefix":"10.1002","author":[{"given":"Natalia Myrrha","family":"Melo","sequence":"first","affiliation":[{"name":"Schulich Medicine &amp; Dentistry Western University London Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lizandra Gonzaga","family":"Rodrigues","sequence":"additional","affiliation":[{"name":"Pontif\u00edcia Universidade Cat\u00f3lica De Minas Gerais Belo Horizonte  Belo Horizonte Brazil"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Luisa Simoes","family":"Silva","sequence":"additional","affiliation":[{"name":"Pontif\u00edcia Universidade Cat\u00f3lica De Minas Gerais Belo Horizonte  Belo Horizonte Brazil"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Amaro Ilidio","family":"Vespasiano","sequence":"additional","affiliation":[{"name":"Pontif\u00edcia Universidade Cat\u00f3lica De Minas Gerais Belo Horizonte  Belo Horizonte Brazil"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Isabella Mori","family":"Ferreira","sequence":"additional","affiliation":[{"name":"Pontif\u00edcia Universidade Cat\u00f3lica De Minas Gerais Belo Horizonte  Belo Horizonte Brazil"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Giulio Cesar Moreira","family":"Manzi","sequence":"additional","affiliation":[{"name":"Pontif\u00edcia Universidade Cat\u00f3lica De Minas Gerais Belo Horizonte  Belo Horizonte Brazil"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Flavio Ricardo","family":"Manzi","sequence":"additional","affiliation":[{"name":"Pontif\u00edcia Universidade Cat\u00f3lica De Minas Gerais Belo Horizonte  Belo Horizonte Brazil"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,8,21]]},"reference":[{"key":"e_1_2_7_2_1","doi-asserted-by":"publisher","DOI":"10.1590\/S0102\u2010311X2003000500031"},{"key":"e_1_2_7_3_1","doi-asserted-by":"publisher","DOI":"10.1093\/ortho\/29.2.162"},{"key":"e_1_2_7_4_1","doi-asserted-by":"publisher","DOI":"10.1186\/s12909\u2010022\u201003377\u20109"},{"key":"e_1_2_7_5_1","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1016\/j.heliyon.2023.e13135","article-title":"Gamification and Discovery Learning: Motivating and Involving Students in the Learning Process","volume":"9","author":"Aldalur I.","year":"2023","journal-title":"Heliyon"},{"key":"e_1_2_7_6_1","volume-title":"Taxonomy of Educational Objectives: The Classification of Educational Goals. 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