Dental Students’ Perceptions of Playful Learning and Classroom Engagement

Purpose: Playful learning is increasingly recognized in the literature as an approach that supports engagement, creativity, and collaboration in adult and professional education, yet its use in dental education remains limited. This study examined dental students’ perceptions of playful learning activities implemented through interactive review exercises alongside traditional lectures, and how these approaches influence engagement, motivation, retention, and overall classroom experience. Methods: A cross-sectional survey was administered to predoctoral students at two U.S. dental schools. Students compared their perceptions in traditional lecture-based classrooms with those that incorporated playful learning across items that include engagement, motivation, content retention, application of knowledge, confidence, teamwork, and learning preferences. Descriptive and inferential statistics were used to analyze responses. Results: Of 266 invited students, 167 completed the survey (63% response rate). Students reported significantly higher engagement, motivation, participation, and satisfaction in classrooms that included playful learning activities (p<0.01). Most students also indicated improved retention, application of content, teamwork, and confidence. No significant differences were observed between institutions. Conclusion: Students viewed playful learning as a valuable complement to traditional lectures, reporting benefits across multiple aspects of their learning experience. These findings align with current evidence on the value of active and student-centered learning and suggest that incorporating playful strategies may help improve learning outcomes and support students as they progress toward preclinical and clinical practice.