Morales-Vadillo Rafael, Guevara-Canales Janet Ofelia, Flores-Luján Victor Carlos, Robello-Malatto José Martín, Bazán-Asencios Rosario Haydée, Cava-Vergiú Carlos Enrique
Gen Dent. 2019 Jul-Aug;67(4):21-27.
Second Life (SL) is an online virtual world with a social environment that may serve as a valuable learning supplement to traditional preclinical teaching methods. The educational advantages of this virtual world include immersion and interactivity. The aim of this study was to compare the efficacy of using 3-dimensional interactive platforms (3DIPs) designed in SL to that of traditional teaching methods for developing students' understanding of dental clinical situations that are difficult to simulate in real life. For this study, 3DIPs were developed to compare the acquisition of 3 learning objectives: understanding concepts, procedural aspects of interaction with the patient, and spatial interpretation of anatomical structure interactions. A representative dental topic, the use of a semiadjustable articulator, was selected. A quasi-experimental design with 2 groups and pretest-posttest comparison was used. The students in the control group received the conventional teaching established for the subject, which does not include SL experiences. The students in the experimental group received conventional instruction and had access to all 3DIPs for 4 weeks without limitation. The pretest and posttest consisted of a multiple-choice test with 20 questions. A Student t test was used to compare the test results of the groups (significance level α = 0.05). The posttest scores for the understanding of concepts and spatial interpretation were significantly higher in the experimental group than in the control group (P < 0.05). However, there was no statistically significant difference between groups in posttest scores on the topic of procedural aspects. Students who used cooperative methods for acquisition of knowledge were observed to be highly motivated. The results suggest that the SL environment helps students to understand anatomical interactions that are difficult to observe in real life, is attractive to students, and contains tools with high didactic potential.
第二人生（SL）是一个具有社交环境的在线虚拟世界，它可以作为传统临床前教学方法的宝贵学习补充。这个虚拟世界的教育优势包括沉浸感和互动性。本研究的目的是比较在SL中设计的三维互动平台（3DIPs）与传统教学方法在培养学生对现实生活中难以模拟的牙科临床情况理解方面的效果。在本研究中，开发了3DIPs以比较三个学习目标的达成情况：理解概念、与患者互动的程序方面以及解剖结构相互作用的空间解读。选择了一个具有代表性的牙科主题——半可调牙合架的使用。采用了两组的准实验设计和前后测比较。对照组的学生接受该学科既定的传统教学，其中不包括SL体验。实验组的学生接受传统教学，并可在无限制的情况下使用所有3DIPs四周。前测和后测均为包含20道题的多项选择题测试。使用学生t检验比较两组的测试结果（显著性水平α = 0.05）。实验组在概念理解和空间解读方面的后测分数显著高于对照组（P < 0.05）。然而，在程序方面这一主题的后测分数上，两组之间没有统计学上的显著差异。观察发现，采用合作方法获取知识的学生积极性很高。结果表明，SL环境有助于学生理解现实生活中难以观察到的解剖学相互作用，对学生有吸引力，并且包含具有高教学潜力的工具。
