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Realidad Aumentada Basada en Web vs. Presentación Interactiva para el Aprendizaje de la Detección de Caries: Un

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La realidad aumentada (RA) basada en web aumentó significativamente la motivación de los estudiantes de odontología para la capacitación en detección de caries en comparación con las presentaciones 2D. Esta interacción espacial 3D mejora el aprendizaje y la participación en la educación dental.

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Área de la Ciencia:

  • Educación Dental
  • Simulación Médica
  • Realidad Aumentada

Sus antecedentes:

  • La Realidad Aumentada (RA) muestra potencial en la educación dental, pero su efectividad en la capacitación de detección de caries no está bien establecida.
  • La investigación existente carece de comparaciones entre la RA y los métodos 2D tradicionales para esta capacitación específica.

Objetivo del estudio:

  • Comparar el impacto motivacional de un objeto de aprendizaje de RA basado en web (WebAR) frente a una presentación interactiva 2D en estudiantes de odontología de pregrado que aprenden detección de caries.
  • Evaluar la motivación estudiantil utilizando la Escala Reducida de Motivación para Materiales Instruccionales (RIMMS).

Principales métodos:

  • Se desarrollaron dos objetos de aprendizaje: una experiencia WebAR y una presentación interactiva 2D, utilizando los mismos registros y recursos dentales de pacientes.
  • Los estudiantes de tercer año de odontología fueron asignados aleatoriamente al grupo de RA o al grupo 2D, completaron la identificación de caries y luego completaron la encuesta RIMMS.
  • El análisis estadístico utilizó la prueba U de Mann-Whitney para comparar las puntuaciones de motivación entre los grupos.

Principales resultados:

  • El grupo de RA reportó puntuaciones generales de motivación significativamente más altas (4.14 vs. 3.53 en una escala de 5 puntos; p < 0.001) en comparación con el grupo 2D.
  • Los componentes motivacionales específicos como Atención, Confianza, Satisfacción y Relevancia fueron significativamente más altos en el grupo de RA (p < 0.05).
  • La retroalimentación cualitativa indicó comentarios más positivos para la RA (75.8%) en comparación con el recurso 2D (31.0%).

Conclusiones:

  • Los objetos de aprendizaje WebAR pueden mejorar significativamente la motivación de los estudiantes para la capacitación en detección de caries en comparación con materiales 2D equivalentes.
  • La incorporación de la interacción espacial 3D en los materiales de educación dental es una estrategia viable para mejorar la participación y la motivación del estudiante.
  • Este enfoque ofrece un método de bajo costo y escalable para mejorar la efectividad de la capacitación dental.