从虚拟现实到现实:优化牙科教育中扩展现实模拟的分类法。
From Virtual Reality to Reality: Fine-Tuning the Taxonomy for Extended Reality Simulation in Dental Education.
作者信息
Serrano Carlos M, Atenas María J, Rodriguez Patricio J, Vervoorn Johanna M
机构信息
Digital Dentistry, Academic Centre for Dentistry Amsterdam (ACTA), Amsterdam, The Netherlands.
出版信息
Eur J Dent Educ. 2024 Dec 19. doi: 10.1111/eje.13064.
INTRODUCTION
Digital simulation in dental education has substantially evolved, addressing several educational challenges in dentistry. Following global lockdowns and sustainability concerns, dental educators are increasingly adopting digital simulation to enhance or replace traditional training methods. This review aimed to contribute to a uniform taxonomy for extended reality (XR) simulation within dental education.
METHODS
This scoping review followed the PRISMA and PRISMA-ScR guidelines. PubMed/MEDLINE, EMBASE, Web of Science and Google Scholar were searched. Eligible studies included English-written publications in indexed journals related to digital simulation in dental/maxillofacial education, providing theoretical descriptions of extended reality (XR) and/or immersive training tools (ITT). The outcomes of the scoping review were used as building blocks for a uniform of XR-simulation taxonomy.
RESULTS
A total of 141 articles from 2004 to 2024 were selected and categorised into Virtual Reality (VR), Mixed Reality (MR), Augmented Reality (AR), Augmented Virtuality (AV) and Computer Simulation (CS). Stereoscopic vision, immersion, interaction, modification and haptic feedback were identified as recurring features across XR-simulation in dentistry. These features formed the basis for a general XR-simulation taxonomy.
DISCUSSION
While XR-simulation features were consistent in the literature, the variety of definitions and classifications complicated the development of a taxonomy framework. VR was frequently used as an umbrella term. To address this, operational definitions were proposed for each category within the virtuality continuum, clarifying distinctions and commonalities.
CONCLUSION
This scoping review highlights the need for a uniform taxonomy in XR simulation within dental education. Establishing a consensus on XR-related terminology and definitions facilitates future research, allowing clear evidence reporting and analysis. The proposed taxonomy may also be of use for medical education, promoting alignment and the creation of a comprehensive body of evidence in XR technologies.
引言
牙科教育中的数字模拟已取得显著发展,解决了牙科领域的若干教育挑战。在全球封锁和可持续发展问题出现之后,牙科教育工作者越来越多地采用数字模拟来改进或取代传统培训方法。本综述旨在为牙科教育中扩展现实(XR)模拟的统一分类法做出贡献。
方法
本范围综述遵循PRISMA和PRISMA-ScR指南。检索了PubMed/MEDLINE、EMBASE、科学网和谷歌学术。符合条件的研究包括索引期刊中与牙科/颌面教育中的数字模拟相关的英文出版物,提供扩展现实(XR)和/或沉浸式培训工具(ITT)的理论描述。范围综述的结果被用作构建XR模拟分类法统一标准的基础。
结果
共筛选出2004年至2024年的141篇文章,并分为虚拟现实(VR)、混合现实(MR)、增强现实(AR)、增强虚拟(AV)和计算机模拟(CS)。立体视觉、沉浸感、交互性、可修改性和触觉反馈被确定为牙科XR模拟中反复出现的特征。这些特征构成了通用XR模拟分类法的基础。
讨论
虽然XR模拟的特征在文献中是一致的,但各种定义和分类使分类框架的开发变得复杂。VR经常被用作一个统称。为了解决这个问题,针对虚拟连续体中的每个类别提出了操作定义,以阐明区别和共性。
结论
本范围综述强调了牙科教育中XR模拟统一分类法的必要性。就XR相关术语和定义达成共识有助于未来的研究,使证据报告和分析更加清晰。所提出的分类法也可能对医学教育有用,促进一致性并创建关于XR技术的全面证据体系。