Accepted for/Published in: JMIR Medical Education
Date Submitted: Jul 3, 2025
Date Accepted: Oct 9, 2025
(closed for review but you can still tweet)
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Fostering Inductive and Deductive Learning in Oral Microbiology and Immunology with a Dual-Role Duel Card Game: Explanatory Sequential Mixed-Methods Study
ABSTRACT
Background:
Game-based learning has emerged as an effective strategy for enhancing knowledge and engagement in healthcare education. However, they have not been specifically designed to support cognitive improvements for diverse learning styles in oral microbiology and immunology.
Objective:
This study aimed to develop and evaluate an educational card game designed to support diverse learning styles in oral microbiology and immunology, using a duel-style format.
Methods:
A mixed-methods study was conducted with 40 third-year dental students, where half of them were assigned to the first group starting as the host, while those in the other groups began as the microbe. Participants alternated between the microbe and host roles during gameplay. Active engagement through playing as the microbe facilitated knowledge acquisition and recall. On the other hand, the host role aimed to promoted decision-making and the application of knowledge. Quantitative data were collected using pre- and post-knowledge assessments and satisfaction questionnaires. Qualitative insights were obtained through semi-structured interviews exploring learning experiences when playing as the microbe compared to the host.
Results:
Students demonstrated significant improvements in knowledge scores across the three assessments (P<.01), with no difference between groups (P>.05). They also perceived the game positively in all three aspects (usefulness, ease of use, and enjoyment). Qualitative findings revealed that role variation supported both inductive and deductive learning processes. Participants valued the combination of pedagogical and entertaining components, leading to the game motivation and engagement. A conceptual framework demonstrated key emerging themes relevant to the game design and implementation, including learner profile, learning setting, game design, learning process, and learning outcomes.
Conclusions:
The card game effectively enhanced knowledge acquisition, strategic thinking, and student engagement in oral microbiology and immunology. Role-switching between the host and microbe facilitated multiple learning pathways, meeting diverse learner styles. Integrating such educational card games in dental education may bridge theoretical understanding and clinical reasoning. Further research is recommended to investigate long-term retention and broader practicality.
Citation
