Li Yangjie, Chen Xu, Huang Yuan Ding, He Qingqing, Li Dize, Hu Shanshan, Xu Peng, Chen Tao, Ran Xiongwen
Stomatological Hospital of Chongqing Medical University, Chongqing Medical University, Chongqing, China.
PeerJ. 2025 Feb 24;13:e18891. doi: 10.7717/peerj.18891. eCollection 2025.
As dental implanting becomes an increasing demand among patients with tooth loss, an efficient and effective training for students is to be necessary. In this case, we anticipate the possible application of virtual reality (VR) technology to pre-clinical implantation training (PCIT) in order to improve the students' learning efficiency and effectiveness.
The study divided 20 subjects into two groups on average-VR based PCIT (experimental group) and traditional PCIT (control group) with the completion of the background survey (BS) before PCITs, to guarantee no apparent backgroud variation including learning of oral implantology and VR technology, learning habits, interests and hobbies, . All subjects received identical professional tests (T-1, T-2, T-3) before, in and after PCITs to assess the knowledge mastery condition and maintaining levels. Along with both PCITs, the subjective evaluation tests (SET) were distributed to collect the subjective feedback data so as to analyze the preference to each PCIT. Meanwhile the total interaction time, learning duration per subject were recorded for the performance analysis.
The results show that from T-1 to T-2 period, the score of VR based PCIT increased significantly ( < 0.05). And the results of SET show that subjects in VR based PCIT generally obtain over one score higher than the ones in traditional PCIT as for the items of "Convenience", "Interest", "Comfort", "Confidence" and "Subjective initiative" except "Precision". During both PCITs, VR based PCIT shows a shorter learning duration and sufficient one-on-one interaction opportunities.
Compared with traditional PCIT, VR based PCIT has obvious influence on enhancing students' knowledge mastery, study willingness and learning efficiency.
随着牙种植在牙齿缺失患者中的需求日益增加，有必要对学生进行高效且有效的培训。在这种情况下，我们期望虚拟现实（VR）技术能够应用于临床前种植培训（PCIT），以提高学生的学习效率和效果。
本研究将20名受试者平均分为两组——基于VR的PCIT（实验组）和传统PCIT（对照组），在PCIT之前完成背景调查（BS），以确保不存在明显的背景差异，包括口腔种植学和VR技术的学习、学习习惯、兴趣爱好等。所有受试者在PCIT之前、期间和之后接受相同的专业测试（T-1、T-2、T-3），以评估知识掌握情况和保持水平。在两个PCIT过程中，发放主观评价测试（SET）以收集主观反馈数据，从而分析对每种PCIT的偏好。同时记录总交互时间、每个受试者的学习时长，用于性能分析。
结果表明，从T-1到T-2阶段，基于VR的PCIT得分显著提高（<0.05）。SET结果显示，在“便利性”“趣味性”“舒适度”“信心”和“主观能动性”项目上，基于VR的PCIT受试者普遍比传统PCIT受试者得分高出一分以上，但“精确性”项目除外。在两个PCIT过程中，基于VR的PCIT学习时长更短，且有充足的一对一交互机会。
与传统PCIT相比，基于VR的PCIT在提高学生知识掌握程度、学习意愿和学习效率方面有明显影响。
