J Dent Educ. 2026 Apr 11. doi: 10.1002/jdd.70223. Online ahead of print.
ABSTRACT
OBJECTIVE: This study assessed the validity of panoramic anatomical virtual reality (VR) software among senior dental students.
MATERIALS AND METHODS: A total of 79 fourth-year dental students were randomly divided into two groups in this crossover study. Students’ knowledge of panoramic anatomical landmarks was tested. The study group (VR-lecture) first received VR-based instruction and then lecture-based instruction, while the control group (lecture-VR) first received lecture-based instruction and then VR-based instruction. Both groups were tested before and after each learning method via an online 20-question quiz. In each group, there was a 1-week interval between primary and secondary learning methods. Student feedback was collected via an online survey.
RESULTS: The control group scored significantly higher in the VR posttest (independent samples t-test, p = 0.020), but no difference was found in posttest scores after the lecture (p = 0.681). Within-group comparisons showed a statistically significant increase in scores in both groups, but the study group demonstrated a significant increase from the VR pretest (13.58 ± 3.3) to the lecture posttest (16.61 ± 2.3) with a higher mean gain of 3.03 points (paired samples t-test, p < 0.001) than the control group. All students expressed strong positive attitudes in regard to VR’s effectiveness, ease of use, and motivational benefits.
CONCLUSION: Both groups showed statistically significant improvement in test scores. However, the study group demonstrated higher overall gain, suggesting that VR is a supplementary educational tool that may enhance initial conceptual understanding, which can then be reinforced through traditional didactic teaching.
PMID:41964332 | DOI:10.1002/jdd.70223
