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Awareness and perceptions of AR/VR in dentistry: a cross-sectional study among Turkish dental students
Suay Yağmur Ünal1, Ayşe Gül Öner Talmaç2, Gaye Keser3
1Department of Oral and Maxillofacial Radiology, Faculty of Dentistry, Nişantaşı University, İstanbul, Türkiye. suayyagmurunal@gmail.com.
Aims:
This study aimed to assess the awareness, exposure, and perceptions of dental students toward augmented reality (AR) and virtual reality (VR) technologies, and to evaluate their readiness for curricular integration.
Methods:
A cross-sectional survey was administered to 320 clinical-phase dental students equally distributed between Marmara University and Kahramanmaraş Sütçü İmam University. This exploratory study employed a convenience sampling approach using an adapted survey instrument. The structured questionnaire included items on demographics, prior awareness, usage, participation in AR/VR-related activities, and willingness to engage in training and research. Data were analyzed using descriptive statistics and non-parametric tests, with significance set at p < 0.05.
Results:
Only 20.9% of students reported prior awareness of AR/VR in dentistry, and less than 1% had direct experience. Attendance at related workshops or seminars was rare (3.1%). Despite this limited exposure, 83.8% expressed interest in receiving training and 74.4% indicated willingness to participate in research. No significant differences were observed by gender or institution. However, final-year students reported significantly greater interest in both training and research compared with certain lower years (p < 0.01), suggesting that clinical maturity may influence perceptions.
Conclusions:
Dental students demonstrated limited prior exposure but strong enthusiasm for AR/VR integration into education. A phased approach is recommended, starting with elective modules and pilot workshops, followed by gradual incorporation into core curricula. Faculty development and continuous student feedback should accompany this process to ensure effective adoption. Such integration has the potential to improve preparedness for complex clinical procedures and foster engagement with innovative learning modalities. Findings should be interpreted in light of the exploratory design and self-reported data.
