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Background <p>Flossing skills are critical to promoting oral health. While various technologies have been employed in previous research to teach flossing skills, their effectiveness remains unclear. To address this gap, this study proposed a Watch-Summarize-Question (WSQ) gamified learning approach to enhance oral health education with a focus on flossing skills. The study investigated the approach’s impact on learning achievement, learning motivation, and flossing skills performance.</p> Methods <p>A quasi-experimental study was adopted, with the experimental group using the WSQ gamified learning approach and the control group using a video-based learning method.</p> Results <p>The results revealed that the WSQ gamified learning approach significantly improved learning achievement in flossing knowledge compared with the video-based learning method. However, both groups demonstrated comparable effects on learning motivation and flossing skills performance.</p> Conclusion <p>These findings indicate that the WSQ gamified learning approach is a promising strategy for oral health promotion. Educators are encouraged to integrate appropriate technologies and learning strategies to effectively enhance learners’ flossing skills.</p>

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A watch-summarize-question gamified learning approach for oral health: learning achievement, motivation, and flossing skills

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年10月8日

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  • Ching-Yi Chang,
  • Ming-Ching Wu,
  • Jie Chi Yang

摘要

Background

Flossing skills are critical to promoting oral health. While various technologies have been employed in previous research to teach flossing skills, their effectiveness remains unclear. To address this gap, this study proposed a Watch-Summarize-Question (WSQ) gamified learning approach to enhance oral health education with a focus on flossing skills. The study investigated the approach’s impact on learning achievement, learning motivation, and flossing skills performance.

Methods

A quasi-experimental study was adopted, with the experimental group using the WSQ gamified learning approach and the control group using a video-based learning method.

Results

The results revealed that the WSQ gamified learning approach significantly improved learning achievement in flossing knowledge compared with the video-based learning method. However, both groups demonstrated comparable effects on learning motivation and flossing skills performance.

Conclusion

These findings indicate that the WSQ gamified learning approach is a promising strategy for oral health promotion. Educators are encouraged to integrate appropriate technologies and learning strategies to effectively enhance learners’ flossing skills.