Difficulty-Based Three-Dimensional Animation in Oral Histology and Embryology Education: An Explorative Study

To investigate the impact of three-dimensional (3D) animation teaching on student learning performance, specifically addressing the critical challenging points in oral histology and embryology.

Two hundred and seven undergraduate dental students participated in this study and were divided into a control group and an experimental group. All students attended traditional lectures and completed a preliminary questionnaire. Subsequently, the experimental group was given time to watch a 3D animation developed by researchers, focusing on key concepts, whereas the control group engaged in self-directed learning. Quizzes and satisfaction surveys were then administered to assess participants' comprehension of the key concepts and their attitudes towards the use of the 3D animations.

The initial questionnaire revealed that enamel formation was identified as the most challenging topic. After studying the animation, the average quiz correctness improved significantly to 53.5% ± 29.88%, compared to the control group (p = 0.016). The assessment grades of the experimental group increased significantly, with total scores rising from 2.00 (1.00, 3.00) to 7.00 (5.00, 8.00) (p = 0.000). 50.5% of students viewed the animation 2-3 times in its entirety. Most students preferred watching the animation on mobile phones in dormitories, often during traditional lectures or post-study periods. Feedback from a five-point Likert scale demonstrated that students largely agreed that 3D animations effectively enhance their understanding of key concepts.

This study demonstrates that the animation of key points offers students a more intuitive and personalised learning experience, thereby enhancing their understanding and interest in the concepts and processes of oral histology and embryology.