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Effect of augmented visual feedback from a virtual reality simulation system on manual dexterity training
E Wierinck1, V Puttemans, S Swinnen
1Selfteaching and Skills Training Centre, School of Dentistry, Oral Pathology and Maxillofacial Surgery, Katholieke Universiteit Leuven, Leuven, Belgium. els.wierinck@med.kuleuven.ac.be
Summary
Virtual reality (VR) simulation with augmented feedback improved dental cavity drilling skills initially but hindered long-term learning. Augmented feedback dependence may impede skill transfer to non-augmented conditions.
Area of Science:
- Dental Education
- Simulation Technology
- Motor Skill Acquisition
Background:
- Limited research exists on simulation technology's impact on learning new motor skills, particularly the role of augmented feedback (FB).
- The influence of FB on performance quality and skill transfer to non-augmented conditions requires further investigation in dental education.
Purpose of the Study:
- To investigate the effect of augmented visual feedback (FB) during virtual reality (VR) simulation training on novice dental students' cavity preparation skills.
- To assess the impact of FB on immediate performance, skill retention, and transfer to a traditional dental training unit.
Main Methods:
- Novice dental students were randomly assigned to three groups: VR with augmented FB, VR without FB, and a control group.
- Training involved drilling a class 1 cavity using the DentSim VR system, with performance evaluated by the VR grading system.
- Skills were assessed for traditional criteria (shape, depth, smoothness, inclination) and critical criteria (pulp exposure, adjacent tooth damage).
Main Results:
- Both VR training groups showed significant improvement compared to the control group.
- The FB group achieved higher scores for floor depth, while the no-FB group excelled in floor smoothness.
- At retention tests, the FB group performed worse than the no-FB group, and no significant differences were found in the transfer test.
Conclusions:
- While VR simulation with augmented FB enhances immediate performance in specific aspects, it may lead to dependence and hinder skill retention and transfer.
- Training with frequent augmented FB and no tutorial input on VR systems may not be beneficial for overall learning of dental drilling skills.
- Findings support the guidance hypothesis, suggesting that augmented FB can create an over-reliance, negatively impacting independent skill application.