Development and evaluation of a blended learning model integrating ARCS and BOPPPS for Endodontics education

Endodontics courses frequently encounter challenges, including decentralized teaching platforms, fragmented learning resources, uniform instructional methods, and subjective assessment practices. This study aimed to design and evaluate a blended teaching model that integrates the Attention, Relevance, Confidence, Satisfaction (ARCS) motivation model with the Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, Summary (BOPPPS) pedagogical framework specifically for Endodontics education. The primary objectives were to improve teaching efficiency, enhance students’ learning motivation, and foster the development of their comprehensive competencies. A total of 275 undergraduate dental students were randomly assigned to either an experimental group (n = 137) or a control group (n = 138). The experimental group participated in a one-year teaching reform intervention using the "ARCS + BOPPPS" blended learning model. Key components of the intervention included: (1) establishing an integrated "1 + N" one-click accessible teaching platform; (2) developing a modular teaching resource library; (3) systematically applying ARCS motivational strategies across all phases of the BOPPPS teaching process; and (4) constructing a multi-dimensional evaluation system encompassing knowledge, skills, and professionalism. The control group received traditional instruction. The effectiveness of the "ARCS + BOPPPS" model was evaluated by comparing the two groups in terms of platform and resource utilization efficiency, rates of positive feedback on learning motivation, comprehensive competency scores, achievement of teaching objectives, and overall teaching satisfaction. Statistical analyses were conducted using SPSS version 26.0. Continuous variables are expressed as mean ± standard deviation (x̄ ± s), and categorical variables are presented as frequencies and percentages [n (%)]. Independent-samples t-tests and χ2 tests were applied for intergroup comparisons, with a P-value < 0.05 considered statistically significant. (1) Teaching platform and resource utilization efficiency improved markedly, with a daily platform activity rate of 90.3% and average resource library usage exceeding 85%. (2) Students in the experimental group reported significantly higher satisfaction across all four dimensions of the ARCS model, Attention (93.4%), Relevance (92.0%), Confidence (89.1%), and Satisfaction (96.4%), compared to the control group (p < 0.01). (3) The experimental group also demonstrated significantly superior performance in practical skills (94.25 ± 4.34), innovative ability (92.43 ± 4.76), and overall comprehensive competency (90.72 ± 5.27) relative to the control group (p < 0.01). (4) Furthermore, the experimental group achieved higher attainment rates for knowledge (91.2%), skills (89.1%), and professionalism (93.4%) objectives, as well as a greater overall teaching satisfaction rate (96.4%), all statistically significant compared to the control group (p < 0.01). The "ARCS + BOPPPS" blended teaching model effectively integrates teaching resources, enhances student learning motivation, and markedly improves their practical and innovative abilities. It promotes a shift in student learning behavior from passive reception to active inquiry. This model offers a replicable and scalable framework for reforming professional courses in dental education and provides valuable insights for advancing educational reforms in medical education.