虚拟学习环境中的力反馈对牙科学生表现和满意度的影响。

The Effect of Force Feedback in a Virtual Learning Environment on the Performance and Satisfaction of Dental Students.

作者信息

de Boer Ilse R, Lagerweij Maxim D, de Vries Merlijn W, Wesselink Paul R, Vervoorn Johanna M

机构信息

From the Institute of Education (I.R.d.B.); Department of Cariology, Endodontology and Pedodontology (M.D.L.); Department of Cariology, Endodontology and Pedodontology (M.W.d.V., P.R.W.); and Institute of Education (J.M.V.), Academic Centre for Dentistry Amsterdam (ACTA), University of Amsterdam and Vrije Universiteit Amsterdam, the Netherlands.

出版信息

Simul Healthc. 2017 Apr;12(2):83-90. doi: 10.1097/SIH.0000000000000208.

DOI:10.1097/SIH.0000000000000208

PMID:28704286

Abstract

INTRODUCTION

This study investigated the effect of force feedback (FFB) on student performance in a virtual learning environment (VLE) using the Simodont dental trainer (Moog, Nieuw-Vennep, the Netherlands) and evaluated the students' satisfaction with and without FFB.

METHODS

The Simodont dental trainer, which was used as a VLE, was randomly assigned to 101 first-year dental students with no previous experience in cutting a tooth or working in a VLE with FFB. This study was designed as a crossover study. One half of the students practiced without FFB, whereas one half practiced with FFB. Both groups practiced four sessions lasting 45 minutes on a cross preparation. In the fifth session, test 1 was scheduled. After test 1, the same practicing and testing protocol was followed, although the environment was switched. After test 2, participants filled out a questionnaire. For the statistical analysis, only the questionnaires of the students who participated in both tests were processed.

RESULTS

The results of test 1 and test 2 revealed that only students who used FFB were able to pass the tests. The questionnaire outcomes supported the results of both tests; 100% of the students preferred working with FFB.

CONCLUSIONS

The results suggest that FFB is important for performance in a VLE and essential for satisfaction.

摘要

引言

本研究使用Simodont牙科训练器（荷兰莫格公司，新韦内普）调查了力反馈（FFB）对虚拟学习环境（VLE）中学生表现的影响，并评估了学生对有无FFB的满意度。

方法

将用作VLE的Simodont牙科训练器随机分配给101名一年级牙科学生，这些学生此前没有切割牙齿的经验，也没有在有FFB的VLE中操作的经验。本研究设计为交叉研究。一半学生在没有FFB的情况下练习，而另一半学生在有FFB的情况下练习。两组学生就交叉准备练习四个时长45分钟的时段。在第五个时段安排了测试1。测试1之后，遵循相同的练习和测试方案，只是环境进行了切换。测试2之后，参与者填写了一份问卷。对于统计分析，仅处理了参加了两次测试的学生的问卷。