Llena C, Folguera S, Forner L, Rodríguez-Lozano F J
Departament of Stomatology, Universitat de València, Valencia, Spain.
Faculty of Medicine, University of Murcia, Murcia, Spain.
Eur J Dent Educ. 2018 Feb;22(1):e122-e130. doi: 10.1111/eje.12269. Epub 2017 Mar 31.
To evaluate the efficacy of augmented reality (AR) in the gaining of knowledge and skills amongst dental students in the design of cavity preparations and analyse their degree of satisfaction.
AR cavity models were prepared for use with computers and mobile devices. Forty-one students were divided into two groups (traditional teaching methods vs AR). Questionnaires were designed to evaluate knowledge and skills, with the administration of a satisfaction questionnaire for those using AR. The degree of compliance with the standards in cavity design was assessed. The Mann-Whitney U-test was used to compare knowledge and skills between the two groups, and the Wilcoxon test was applied to compare intragroup differences. The chi-square test in turn was used to compare the qualitative parameters of the cavity designs between the groups. Statistical significance was considered for P<.05 in all cases.
No significant differences were observed in level of knowledge before, immediately after or 6 months after teaching between the two groups (P>.05). Although the results corresponding to most of the studied skills parameters were better in the experimental group, significant differences (P<.05) were only founded for cavity depth and extent for Class I and divergence of the buccal and lingual walls for the Class II. The experience was rated as favourable or very favourable by 100% of the participants. The students showed preference for computers (60%) vs mobile devices (10%).
The AR techniques favoured the gaining of knowledge and skills and were regarded as a useful tool by the students.
评估增强现实（AR）在牙科学生进行洞形预备设计时知识与技能获取方面的效果，并分析他们的满意度。
制备了用于计算机和移动设备的AR洞形模型。41名学生被分为两组（传统教学方法组与AR组）。设计问卷以评估知识和技能，并对使用AR的学生进行满意度问卷调查。评估洞形设计符合标准的程度。采用曼-惠特尼U检验比较两组之间的知识和技能，采用威尔科克森检验比较组内差异。反过来，使用卡方检验比较两组之间洞形设计的定性参数。所有情况下，P<0.05被认为具有统计学意义。
两组在教学前、教学后即刻或教学后6个月的知识水平上均未观察到显著差异（P>0.05）。尽管实验组中大多数研究技能参数的结果更好，但仅在I类洞的洞深和范围以及II类洞的颊舌壁分歧方面发现了显著差异（P<0.05）。100%的参与者对该体验给予了好评或非常好评。学生们表现出对计算机（60%）比对移动设备（10%）更青睐。
AR技术有利于知识和技能的获取，并且被学生们视为一种有用的工具。
