The Impact of Active Versus Passive Use of 3D Technology: A Study of Dental Students at Wuhan University, China

Abstract

A variety of computer-based 3D applications are becoming regular tools for dental students for self-learning. This study investigated the learning effectiveness of junior dental students in passively versus actively controlling the 3D virtual scenes of implant dentistry. Participants were randomized into three groups and were exposed to three designs of educational materials: traditional 2D webpages (2D); active-controlling 3D webpages (A3); and passive-controlling 3D webpages (P3). After reviewing the webpages, the participants were asked to complete a posttest to assess the relative quality of information acquisition. Their responses were compared and analyzed. The results indicated that the P3 group received the highest score of 26.4±3.1 on the posttest, signiicantly better than the A3 group, which had the worst performance with a score of 20.3±4.0. The 2D group received a score of 24.2±4.6. There was a signiicant correlation between the scores on a mental rotations test and the subjects' performance on the posttest (p<0.001). A serious disadvantage of active control was indicated for individuals with low spatial ability. In 3D virtual reality assisted self-learning, passive control produces higher learning effects compared to active control. Too much active control may generate signiicantly negative impacts on students, especially for individuals with low spatial ability.Shengcai Qi and Yanhong Yan contributed equally to this work. Shengcai Qi works

Development and Assessment of a Three‐Dimensional Tooth Morphology Quiz for Dental Students

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Survey of student attitudes towards digital simulation technologies at a dental school in China

“…Digital simulation technology in undergraduate dental laboratory training is widespread in Western countries, including the United States , Germany , Australia and the United Kingdom . In China, the technology has already been implemented at several dental schools, where it has improved the professional curriculum .…”

The Role of Spatial Ability in Learning with Virtual Reality: A Literature Review

“…However, the ability-as-compensator hypothesis is not always verified. Some studies support the opposite: the ability-as-enhancer hypothesis [30,35,36]. According to the enhancer hypothesis, high-spatialability learners gain more benefits from VR learning because they have high cognitive ability and sufficient cognitive resources to build a mental model of the learning content in a complex virtual environment [26].…”

“…5 articles introduced the VR features that supported the compensator hypothesis, including manipulation [8], active exploration [45], co-location of devices and images [28], stereo viewing [28], the combination of stereopsis and interactivity [38], and dynamic visualization [34]. The remaining 1 article supported the enhancer hypothesis and concluded that active control benefits high-spatial-ability learners more [35].…”