Liebermann Anja, Seefelder Julia K, Huth Karin C, Erdelt Kurt
Department of Prosthetic Dentistry, Center of Dental Medicine, University of Cologne, Cologne, Germany.
Department of Prosthetic Dentistry, University Hospital, LMU Munich, Munich, Germany.
J Dent Educ. 2023 Jan;87(1):130-138. doi: 10.1002/jdd.13098. Epub 2022 Sep 1.
Extended reality as an additional digital learning concept comprises virtual reality (VR), augmented reality, and mixed reality. In particular, VR allows an interaction in the virtual world. The aim of this study was to evaluate the students' attitude toward a mobile VR application for teaching tooth morphologies.
Eighty-two first year dental students were enrolled. After using the VR learning environment with mobile VR glasses at home for 1 week, the students were asked to fill in a questionnaire with 21 questions regarding intuitive handling, and supplemental learning information in comparison to the use of conventional textbooks. Nine questions provided predefined answer options, another nine had the form of a visual analog scale (VAS, range 0%-highly negative to 100%-highly positive), and three allowed free text answers. The data were checked for normal distribution (Kolmogorov-Smirnov test) and was analyzed descriptively.
Forty-four percent of the students rated their perception of understanding of dental morphologies much better with VR than with conventional learning. The potential of the VR learning environment for further dental topics was assessed with a median VAS score of 75.8%. Its intuitive handling was evaluated with a median VAS score of 67.1%. The haptic, visual, and auditory supplemental learning information was consistently rated positively with VAS scores of 73.9%, 80.0%, and 71.6%, respectively. Overall, a majority of the students (85.5%) recommended the VR learning environment for dental morphology.
The VR dental learning environment allows dental students an additional learning opportunity of dental morphologies, recommended by more than 85% of students.
扩展现实作为一种额外的数字学习概念，包括虚拟现实（VR）、增强现实和混合现实。特别是，VR允许在虚拟世界中进行交互。本研究的目的是评估学生对用于教授牙齿形态的移动VR应用程序的态度。
招募了82名一年级牙科学生。学生在家中使用带有移动VR眼镜的VR学习环境1周后，被要求填写一份包含21个问题的问卷，这些问题涉及直观操作以及与使用传统教科书相比的补充学习信息。九个问题提供了预定义的答案选项，另外九个采用视觉模拟量表（VAS，范围为0%-极负面至100%-极正面）的形式，还有三个允许自由文本回答。对数据进行正态分布检验（Kolmogorov-Smirnov检验）并进行描述性分析。
44%的学生认为他们通过VR对牙齿形态的理解比传统学习方式好得多。VR学习环境对进一步学习牙科主题的潜力通过VAS中位数得分75.8%进行评估。其直观操作通过VAS中位数得分67.1%进行评估。触觉、视觉和听觉补充学习信息的评分一直为正，VAS得分分别为73.9%、80.0%和71.6%。总体而言，大多数学生（85.5%）推荐将VR学习环境用于牙齿形态学学习。
VR牙科学习环境为牙科学生提供了额外的牙齿形态学学习机会，超过85% 的学生推荐该环境。
