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Evaluation of student attitudes in adopting mixed reality-based learning (MRBL) approach in dental curriculum: a
Sara Marton1, Roberto Mangano2, Claudio Rodrigues Leles3
1Clinic of General-, Special care- and Geriatric Dentistry, Center for Dental Medicine, University of Zurich, Zurich, Switzerland.
Objective:
This study evaluated the attitudes of undergraduate dental students toward the use of Mixed Reality-Based Learning (MRBL) approach in dental classrooms.
Methods:
Undergraduate students (n = 20: men = 10, women = 10; mean-age: 27.0 ± 4.3y) volunteered in this study. A 30-minute lecture constructed on a mixed-reality (MR) platform was conducted. Participants' attitudes and tolerability were evaluated using the Simulator Sickness Questionnaire (SSQ), Multimodal Presence Scale (MPS), and Intrinsic Motivation Inventory-Task Evaluation Questionnaire (IMI-TEQ). SSQ was administered before (T0) and after (T1) the MR session while MPS and IMI-TEQ were administered after the session. Statistical analyses included Wilcoxon Signed Ranks test and Friedman test (p < 0.05).
Results:
The SSQ scores increased in 9 participants (p = 0.007). Significant increases were observed in fatigue (p = 0.011) and eyestrain (p = 0.008), respectively. Symptoms of nausea, dizziness, or disorientation were not significant (p > 0.05). Influence of sex on the symptoms was not detected (p > 0.05). MPS evaluation observed a high overall mean score of 89.9 ± 8.2, with high scores for physical presence (36.7 ± 4.62), self-presence (35.8 ± 3.47) and median low score for social presence (17.4 ± 3.97). In IMI-TEQ, participants scored high in Interest/enjoyment (39.5 ± 6.25) and perceived competence (28.0 ± 4.0) domains while scoring low for pressure/tension (8.0 ± 4.75).
Conclusions:
Within the limits of this pilot study, the findings provide preliminary evidence supporting the feasibility and potential educational value of Mixed Reality-Based Learning approaches. Further research with large diverse samples, and objective measurement of learning outcomes is recommended to evaluate the educational value and for optimal implementation.
Clinical Significance:
Immersive technologies may offer a novel approach for improving interactivity and experiential learning. Despite mild transient symptoms in a minority of participants, students demonstrated favorable acceptance and engagement, suggesting that MR-based teaching could complement conventional educational strategies and support the modernization of classroom-based instruction.
