OBJECTIVES: To evaluate the efficacy of traditional teaching versus traditional teaching supplemented by serious gaming in imparting knowledge of periodontal indices among dentistry students. Additionally, the study seeks to measure the level of satisfaction among students engaging with the assessed teaching method. MATERIALS AND METHOD: This comparative study was approved by the ethics committee of the University of Valencia with file number: 2479311. A sample of 61 subjects was divided randomly into two groups: the test group (n = 36) and the control group (n = 25). Baseline knowledge of community index of periodontal treatment need was assessed through a questionnaire completed by both groups before receiving a comprehensive explanation of the topic. The test group, in addition to the conventional explanation, received supplementary training via an educational gaming experience. Both groups underwent a final evaluation and, subsequently, a satisfaction survey was completed by the test group. Descriptive and inferential analyses were performed using a non-parametric Brunner-Langer model. The relationship between scores was examined using Mann-Whitney and Wilcoxon tests, with a significance level set at α = 0.05. RESULTS: The training, in general, was effective as both the test group (p = 0.003) and the control group (p = 0.015) demonstrated an increase in scores with both teaching modalities, but no significant difference was observed between the groups. The test group expressed a high level of satisfaction with the instructional approach. CONCLUSION: No statistically significant difference in learning outcomes was identified between the traditional lecture teaching method and the approach supplemented by gaming. There was an elevated level of student satisfaction with the gaming method.