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Related Experiment Video

Updated: Mar 19, 2026

Using Virtual Reality to Transfer Motor Skill Knowledge from One Hand to Another

Using Virtual Reality to Transfer Motor Skill Knowledge from One Hand to Another

Published on: September 18, 2017

Feedback and motor skill acquisition using a haptic dental simulator.

L M Al-Saud^1,2,3, F Mushtaq², M J Allsop⁴

¹School of Dentistry, University of Leeds, Leeds, West Yorkshire, UK.

European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe

|June 22, 2016

Summary

Combining instructor and virtual reality (VR) visual display feedback significantly improves dental skill acquisition and retention in novice trainees. This combined approach, instructor and device feedback (IDFB), enhances performance and reduces errors compared to other feedback methods.

Keywords:

dentistry feedback motor learning skill acquisition undergraduate dental education virtual reality

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Area of Science:

Dental Education
Virtual Reality Simulation
Haptic Technology

Background:

Effective pedagogical feedback is crucial for acquiring manual dexterity skills in dentistry.
Virtual reality (VR) haptic simulators offer a novel platform for dental skills training.
Different feedback modalities may impact learning outcomes differently.

Purpose of the Study:

To compare the effectiveness of device-only feedback (DFB), instructor feedback (IFB), and combined instructor and device feedback (IDFB) on dental skill acquisition.
To evaluate the impact of feedback type on the transfer and retention of basic manual dexterity skills.
To assess the role of VR haptic technology in dental education.

Main Methods:

Sixty-three novice participants were randomly assigned to DFB, IFB, or IDFB groups.
Training involved four tasks using a VR haptic dental simulator with group-specific feedback.
Skills transfer and retention were assessed at multiple time points post-training.

Main Results:

Statistically significant differences in overall performance and error rates were observed between groups (P < 0.001).
The IDFB group demonstrated superior performance and fewer errors compared to DFB and IFB groups.
Improved skill retention and generalization to novel tasks were noted in the IDFB group.

Conclusions:

A combination of instructor and VR visual display feedback (IDFB) optimally enhances the acquisition and retention of basic dental motor skills in novice trainees.
These findings support the integration of VR haptic technology and multimodal feedback in dental curricula.
The study highlights the potential of IDFB for improving dental education outcomes.