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Effects of Virtual Reality, Augmented Reality and Haptic Technology Versus Conventional Training on Dental Education
Claudio Corvalan-Diaz1,2, William Havellas1,2, Vesna Miletic2
1Media Lab, Faculty of Medicine and Health, The University of Sydney, Camperdown, Australia.
Context:
Virtual Reality (VR), Augmented Reality (AR) and haptic technologies are increasingly integrated into dental education, offering new approaches to skill acquisition, student engagement and pedagogical efficiency. However, their comparative effectiveness relative to traditional methods remains underexplored.
Objectives:
This umbrella review synthesizes evidence from systematic reviews to evaluate the impact of VR, AR and haptics on dental education. Primary outcomes include student and academic experience, perception and skill development in undergraduate and postgraduate contexts.
Methods:
Systematic reviews and meta-analyses published in English that addressed the use of VR, AR, or haptics in dental education were included. A comprehensive search across five databases was conducted. Reviews were appraised using a tailored risk-of-bias tool based on the Joanna Briggs Institute and Covidence frameworks. Data were extracted and thematically synthesized using the PICOS model.
Results:
Eighteen systematic reviews met inclusion criteria (total = 481). VR was most studied (15/18), followed by haptics (11/18) and AR (5/18). Most reviews reported improvements in skill development and psychomotor performance, especially in restorative dentistry and prosthodontics. Student perceptions were generally positive, highlighting increased motivation and engagement. However, fewer studies evaluated experiential learning or long-term retention. Methodological quality varied across reviews, with only a minority rated as high confidence, and common limitations included heterogeneity and lack of blinding.
Conclusions:
VR, AR and haptic technologies appear promising as adjuncts to traditional dental education, enhancing technical skills and engagement. Nonetheless, methodological inconsistencies limit the evidence base. High-quality research focusing on longitudinal outcomes and experiential learning is necessary to confirm and maximize their educational value.
