Validation of Virtual Reality Simulations for Anatomical Landmarks in Panoramic Radiographs

This study assessed the validity of panoramic anatomical virtual reality (VR) software among senior dental students.

A total of 79 fourth-year dental students were randomly divided into two groups in this crossover study. Students' knowledge of panoramic anatomical landmarks was tested. The study group (VR-lecture) first received VR-based instruction and then lecture-based instruction, while the control group (lecture-VR) first received lecture-based instruction and then VR-based instruction. Both groups were tested before and after each learning method via an online 20-question quiz. In each group, there was a 1-week interval between primary and secondary learning methods. Student feedback was collected via an online survey.

The control group scored significantly higher in the VR posttest (independent samples t-test, p = 0.020), but no difference was found in posttest scores after the lecture (p = 0.681). Within-group comparisons showed a statistically significant increase in scores in both groups, but the study group demonstrated a significant increase from the VR pretest (13.58 ± 3.3) to the lecture posttest (16.61 ± 2.3) with a higher mean gain of 3.03 points (paired samples t-test, p < 0.001) than the control group. All students expressed strong positive attitudes in regard to VR's effectiveness, ease of use, and motivational benefits.

Both groups showed statistically significant improvement in test scores. However, the study group demonstrated higher overall gain, suggesting that VR is a supplementary educational tool that may enhance initial conceptual understanding, which can then be reinforced through traditional didactic teaching.