Journal of Dental Education (12/18/25) Bergman, Sara; Smail, Yasmine; Fasham, Timothy; et al.

A modular pedagogical escape game effectively improved participants' knowledge of dental biomaterials and was highly valued by both students and dental professionals, new research shows. To evaluate its impact, the researchers implemented a five-station escape game — four required stations plus one bonus — in two settings: a mandatory practical session for fourth-year dental undergraduates (n = 179) and a voluntary continuing-education event for practicing dentists (n = 18). All participants completed a 15-item true/false test immediately before and after the activity to measure individual learning gains, along with a 14-item Likert-scale questionnaire that measured perceived educational value, motivation, and overall satisfaction. Both groups showed significant post-game knowledge improvement and reported very high satisfaction scores. Undergraduates rated the game's clinical relevance and pacing more positively than professionals, and completion rates within the allotted time were higher among students compared with the professionals (53% vs. 0%). Overall, the findings support the game's effectiveness and adaptability across different dental education contexts.

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