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Virtual Learning Environments for Teaching Tooth Morphology to Dental Students: A Systematic Review of Learning
Akash Patel1, Shilpa Bhandi1, Frank W Licari1
1College of Dental Medicine, Roseman University of Health Sciences, South Jordan, Utah, USA.
Summary
Virtual Learning Environments (VLEs), including augmented reality (AR) and virtual reality (VR), show promise for dental morphology education. While AR showed skill benefits, VR often yielded positive perceptions but not always measurable gains compared to traditional methods.
Area of Science:
- Dental Education
- Educational Technology
- Virtual and Augmented Reality
Background:
- Traditional methods for teaching tooth morphology to dental students are well-established.
- The integration of Virtual Learning Environments (VLEs) offers potential new pedagogical approaches.
- Evaluating the efficacy and student reception of VLEs is crucial for modernizing dental curricula.
Purpose of the Study:
- To systematically review and evaluate learning outcomes and student perceptions of VLEs for dental morphology education.
- To compare the effectiveness of VLEs (AR and VR) against conventional teaching methods.
- To identify the strengths and limitations of different VLE technologies in dental education.
Main Methods:
- A systematic literature search was conducted across PubMed, Scopus, and Web of Science.
- Studies included were those using AR or VR for dental morphology education with a control group and reporting quantitative or qualitative data.
- The Mixed Methods Appraisal Tool was utilized for quality assessment of the selected studies.
Main Results:
- Seven studies were selected from 874 initial records.
- Most studies indicated favorable learning outcomes or positive student perceptions with VLEs.
- Augmented reality (AR) tools showed potential for skill development, while virtual reality (VR) applications often reported positive student perceptions but fewer measurable performance gains compared to conventional methods.
Conclusions:
- Virtual Learning Environments, encompassing AR and VR, demonstrate potential for dental morphology instruction, though evidence quality is currently limited.
- AR applications showed promise for knowledge and skill acquisition in specific studies.
- Further high-quality research with validated outcome measures is necessary to establish definitive recommendations for VLE implementation in dental education.