A comparison of virtual reality and three‐dimensional multiplanar educational methods for student learning of cone beam computed tomography interpretations
Objectives The purpose of this study was to compare student learning of cone beam computed tomography (CBCT) interpretation using immersive virtual reality (VR) and three‐dimensional multiplanar (MP) reconstructions. Methods Sixty first‐year dental students were randomly allocated to two groups, VR...
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| Veröffentlicht in: | Journal of dental education 2024-11, Vol.88 (11), p.1572-1581 |
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| container_title | Journal of dental education |
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| creator | Bui, Duy Benavides, Erika Soki, Fabiana Ramaswamy, Vidya Kosecki, Brianna Bonine, Brandon Kim‐Berman, Hera |
| description | Objectives
The purpose of this study was to compare student learning of cone beam computed tomography (CBCT) interpretation using immersive virtual reality (VR) and three‐dimensional multiplanar (MP) reconstructions.
Methods
Sixty first‐year dental students were randomly allocated to two groups, VR and MP, and underwent a one‐on‐one educational intervention to identify anatomic structures using CBCT data. All participants completed three multiple‐choice questionnaires (MCQs) before (T1), immediately after (T2), and 2 weeks following (T3) the intervention. Additionally, pre‐survey, post‐survey, NASA Task Load Index (NASA‐TLX), and presence questionnaires were completed. Analysis of objective measures of performance on MCQs and subjective data from the questionnaires was completed (α = 0.05).
Results
There was a significant increase in test performance and informational recall between T1–T2 and T1–T3 for VR and MP groups (p |
| doi_str_mv | 10.1002/jdd.13631 |
| format | Article |
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The purpose of this study was to compare student learning of cone beam computed tomography (CBCT) interpretation using immersive virtual reality (VR) and three‐dimensional multiplanar (MP) reconstructions.
Methods
Sixty first‐year dental students were randomly allocated to two groups, VR and MP, and underwent a one‐on‐one educational intervention to identify anatomic structures using CBCT data. All participants completed three multiple‐choice questionnaires (MCQs) before (T1), immediately after (T2), and 2 weeks following (T3) the intervention. Additionally, pre‐survey, post‐survey, NASA Task Load Index (NASA‐TLX), and presence questionnaires were completed. Analysis of objective measures of performance on MCQs and subjective data from the questionnaires was completed (α = 0.05).
Results
There was a significant increase in test performance and informational recall between T1–T2 and T1–T3 for VR and MP groups (p < 0.001). However, there were no significant differences in performance on MCQs between T2 and T3. Analysis of the Presence questionnaire indicated that the VR group felt decreased distraction (p = 0.013), increased realism (p = 0.035), and increased involvement (p = 0.047) during the educational intervention when compared with the MP group. Analysis of the NASA‐TLX indicated that the VR group experienced more physical demand (p < 0.01) but similar cognitive demand when compared with the MP group. Qualitative responses indicated that the VR group had a more dynamic sense of visualization and manipulation compared to the MP group.
Conclusion
Results from this study show that VR is as effective as traditional MP methods of CBCT interpretation learning. Further benefits of VR educational intervention include increased involvement, realism and less distraction.</description><identifier>ISSN: 0022-0337</identifier><identifier>ISSN: 1930-7837</identifier><identifier>EISSN: 1930-7837</identifier><identifier>DOI: 10.1002/jdd.13631</identifier><identifier>PMID: 38938068</identifier><language>eng</language><publisher>United States</publisher><subject>Cone-Beam Computed Tomography ; Education, Dental - methods ; Educational Measurement - methods ; Female ; Humans ; Imaging, Three-Dimensional ; immersive virtual reality ; Learning ; Male ; pedagogy ; Students, Dental - psychology ; Surveys and Questionnaires ; Virtual Reality ; Young Adult</subject><ispartof>Journal of dental education, 2024-11, Vol.88 (11), p.1572-1581</ispartof><rights>2024 The Author(s). published by Wiley Periodicals LLC on behalf of American Dental Education Association.</rights><rights>2024 The Author(s). Journal of Dental Education published by Wiley Periodicals LLC on behalf of American Dental Education Association.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c2501-3f630550ed4f90a0ccd8ae72f4f3924b8cb0e0bad22eb5092d13f48541f4b5773</cites><orcidid>0009-0003-2083-6390</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Fjdd.13631$$EPDF$$P50$$Gwiley$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Fjdd.13631$$EHTML$$P50$$Gwiley$$Hfree_for_read</linktohtml><link.rule.ids>314,780,784,1417,27924,27925,45574,45575</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/38938068$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Bui, Duy</creatorcontrib><creatorcontrib>Benavides, Erika</creatorcontrib><creatorcontrib>Soki, Fabiana</creatorcontrib><creatorcontrib>Ramaswamy, Vidya</creatorcontrib><creatorcontrib>Kosecki, Brianna</creatorcontrib><creatorcontrib>Bonine, Brandon</creatorcontrib><creatorcontrib>Kim‐Berman, Hera</creatorcontrib><title>A comparison of virtual reality and three‐dimensional multiplanar educational methods for student learning of cone beam computed tomography interpretations</title><title>Journal of dental education</title><addtitle>J Dent Educ</addtitle><description>Objectives
The purpose of this study was to compare student learning of cone beam computed tomography (CBCT) interpretation using immersive virtual reality (VR) and three‐dimensional multiplanar (MP) reconstructions.
Methods
Sixty first‐year dental students were randomly allocated to two groups, VR and MP, and underwent a one‐on‐one educational intervention to identify anatomic structures using CBCT data. All participants completed three multiple‐choice questionnaires (MCQs) before (T1), immediately after (T2), and 2 weeks following (T3) the intervention. Additionally, pre‐survey, post‐survey, NASA Task Load Index (NASA‐TLX), and presence questionnaires were completed. Analysis of objective measures of performance on MCQs and subjective data from the questionnaires was completed (α = 0.05).
Results
There was a significant increase in test performance and informational recall between T1–T2 and T1–T3 for VR and MP groups (p < 0.001). However, there were no significant differences in performance on MCQs between T2 and T3. Analysis of the Presence questionnaire indicated that the VR group felt decreased distraction (p = 0.013), increased realism (p = 0.035), and increased involvement (p = 0.047) during the educational intervention when compared with the MP group. Analysis of the NASA‐TLX indicated that the VR group experienced more physical demand (p < 0.01) but similar cognitive demand when compared with the MP group. Qualitative responses indicated that the VR group had a more dynamic sense of visualization and manipulation compared to the MP group.
Conclusion
Results from this study show that VR is as effective as traditional MP methods of CBCT interpretation learning. Further benefits of VR educational intervention include increased involvement, realism and less distraction.</description><subject>Cone-Beam Computed Tomography</subject><subject>Education, Dental - methods</subject><subject>Educational Measurement - methods</subject><subject>Female</subject><subject>Humans</subject><subject>Imaging, Three-Dimensional</subject><subject>immersive virtual reality</subject><subject>Learning</subject><subject>Male</subject><subject>pedagogy</subject><subject>Students, Dental - psychology</subject><subject>Surveys and Questionnaires</subject><subject>Virtual Reality</subject><subject>Young Adult</subject><issn>0022-0337</issn><issn>1930-7837</issn><issn>1930-7837</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><sourceid>24P</sourceid><sourceid>WIN</sourceid><sourceid>EIF</sourceid><recordid>eNp1kUtO5DAURS0EgmpgwAaQhzAI-JdKMkT8ultITLrHkWM_U0aJHWyHVs16CWyAzbESTFXBjNGT3z06ln0ROqLkjBLCzh-1PqN8zukWmtGGk6KqebWNZjljBeG82kM_YnzMx0YItov2eN3wmszrGXq9wMoPoww2eoe9wc82pEn2OIDsbVpi6TROiwDw9v9F2wFctN7lfJj6ZMdeOhkw6EnJtNlDWngdsfEBxzRpcAn3IIOz7uHDr7wD3IEcVvdOCbLeD_4hyHGxxNYlCGOAtNLFA7RjZB_hcDP30d-b6z-XP4u7-9tflxd3hWIloQU3c07KkoAWpiGSKKVrCRUzwvCGia5WHQHSSc0YdCVpmKbciLoU1IiurCq-j07W3jH4pwliagcbFfT5eeCn2HJSccZZVYqMnq5RFXyMAUw7BjvIsGwpaT_aaHMb7aqNzB5vtFM3gP4iP78_A-dr4J_tYfm9qf19dbVWvgM7F5lT</recordid><startdate>202411</startdate><enddate>202411</enddate><creator>Bui, Duy</creator><creator>Benavides, Erika</creator><creator>Soki, Fabiana</creator><creator>Ramaswamy, Vidya</creator><creator>Kosecki, Brianna</creator><creator>Bonine, Brandon</creator><creator>Kim‐Berman, Hera</creator><scope>24P</scope><scope>WIN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><orcidid>https://orcid.org/0009-0003-2083-6390</orcidid></search><sort><creationdate>202411</creationdate><title>A comparison of virtual reality and three‐dimensional multiplanar educational methods for student learning of cone beam computed tomography interpretations</title><author>Bui, Duy ; Benavides, Erika ; Soki, Fabiana ; Ramaswamy, Vidya ; Kosecki, Brianna ; Bonine, Brandon ; Kim‐Berman, Hera</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c2501-3f630550ed4f90a0ccd8ae72f4f3924b8cb0e0bad22eb5092d13f48541f4b5773</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>Cone-Beam Computed Tomography</topic><topic>Education, Dental - methods</topic><topic>Educational Measurement - methods</topic><topic>Female</topic><topic>Humans</topic><topic>Imaging, Three-Dimensional</topic><topic>immersive virtual reality</topic><topic>Learning</topic><topic>Male</topic><topic>pedagogy</topic><topic>Students, Dental - psychology</topic><topic>Surveys and Questionnaires</topic><topic>Virtual Reality</topic><topic>Young Adult</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Bui, Duy</creatorcontrib><creatorcontrib>Benavides, Erika</creatorcontrib><creatorcontrib>Soki, Fabiana</creatorcontrib><creatorcontrib>Ramaswamy, Vidya</creatorcontrib><creatorcontrib>Kosecki, Brianna</creatorcontrib><creatorcontrib>Bonine, Brandon</creatorcontrib><creatorcontrib>Kim‐Berman, Hera</creatorcontrib><collection>Wiley Online Library Open Access</collection><collection>Wiley Online Library (Open Access Collection)</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of dental education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Bui, Duy</au><au>Benavides, Erika</au><au>Soki, Fabiana</au><au>Ramaswamy, Vidya</au><au>Kosecki, Brianna</au><au>Bonine, Brandon</au><au>Kim‐Berman, Hera</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>A comparison of virtual reality and three‐dimensional multiplanar educational methods for student learning of cone beam computed tomography interpretations</atitle><jtitle>Journal of dental education</jtitle><addtitle>J Dent Educ</addtitle><date>2024-11</date><risdate>2024</risdate><volume>88</volume><issue>11</issue><spage>1572</spage><epage>1581</epage><pages>1572-1581</pages><issn>0022-0337</issn><issn>1930-7837</issn><eissn>1930-7837</eissn><abstract>Objectives
The purpose of this study was to compare student learning of cone beam computed tomography (CBCT) interpretation using immersive virtual reality (VR) and three‐dimensional multiplanar (MP) reconstructions.
Methods
Sixty first‐year dental students were randomly allocated to two groups, VR and MP, and underwent a one‐on‐one educational intervention to identify anatomic structures using CBCT data. All participants completed three multiple‐choice questionnaires (MCQs) before (T1), immediately after (T2), and 2 weeks following (T3) the intervention. Additionally, pre‐survey, post‐survey, NASA Task Load Index (NASA‐TLX), and presence questionnaires were completed. Analysis of objective measures of performance on MCQs and subjective data from the questionnaires was completed (α = 0.05).
Results
There was a significant increase in test performance and informational recall between T1–T2 and T1–T3 for VR and MP groups (p < 0.001). However, there were no significant differences in performance on MCQs between T2 and T3. Analysis of the Presence questionnaire indicated that the VR group felt decreased distraction (p = 0.013), increased realism (p = 0.035), and increased involvement (p = 0.047) during the educational intervention when compared with the MP group. Analysis of the NASA‐TLX indicated that the VR group experienced more physical demand (p < 0.01) but similar cognitive demand when compared with the MP group. Qualitative responses indicated that the VR group had a more dynamic sense of visualization and manipulation compared to the MP group.
Conclusion
Results from this study show that VR is as effective as traditional MP methods of CBCT interpretation learning. Further benefits of VR educational intervention include increased involvement, realism and less distraction.</abstract><cop>United States</cop><pmid>38938068</pmid><doi>10.1002/jdd.13631</doi><tpages>10</tpages><orcidid>https://orcid.org/0009-0003-2083-6390</orcidid><oa>free_for_read</oa></addata></record> |
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| subjects | Cone-Beam Computed Tomography Education, Dental - methods Educational Measurement - methods Female Humans Imaging, Three-Dimensional immersive virtual reality Learning Male pedagogy Students, Dental - psychology Surveys and Questionnaires Virtual Reality Young Adult |
| title | A comparison of virtual reality and three‐dimensional multiplanar educational methods for student learning of cone beam computed tomography interpretations |
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