Design, Implementation and Evaluation of Educational Aid Game for Differential Diagnosis of Oral Lesions Through Mobile Learning Publisher

Summary: Can mobile games enhance dental education? A study found that an interactive game improved learning outcomes and students had positive attitudes towards mobile learning! #DentalEducation #EdTech

Tonkaboni A ; Asadi P ; Mohammadimehr M ; Sadrzadehafshar MS
Source: European Journal of Dental Education Published:2026

Abstract

Introduction: The accurate recognition of oral lesions is a core competency in oral medicine. This skill is critical, as timely patient presentation is not always guaranteed, and precise diagnosis is essential, particularly for malignant lesions requiring immediate intervention to prevent serious health risks. Traditional learning can be reinforced through engaging methods that enhance interest and knowledge retention. This study aimed to develop a computer-based educational game and evaluate its impact on student learning by comparing it with traditional instruction, while also assessing student attitudes towards mobile learning. Materials and Methods: This interventional study involved 48 students from two dental schools, randomly allocated to an intervention group or a control group. A pretest established baseline knowledge. The intervention group used the educational game as a supplement to traditional teaching for 3 weeks, while the control group received only traditional instruction. A posttest was administered to both groups. Student attitudes towards mobile learning were evaluated in the intervention group using a validated questionnaire. Data were analysed using the Wilcoxon test for within-group comparisons and the Mann–Whitney test for between-group comparisons. Results: Posttest scores increased from baseline in both groups. The within-group improvement was statistically significant in the intervention group (p = 0.006) but not in the control group (p = 0.082). However, the between-group difference in score improvement was not statistically significant (p = 0.312). Students in the intervention group reported positive attitudes towards mobile-based learning. Conclusion: The educational game showed potential in enhancing learning outcomes, with a significant improvement observed within the intervention group. Students expressed positive attitudes towards mobile-based learning, valuing its accessibility and ability to diversify the learning experience. These findings suggest that game-assisted mobile learning can serve as a valuable supplementary tool in dental education. Educators may consider integrating such tools to increase engagement and complement traditional teaching methods. © 2026 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.