Student engagement and comprehension using tactile and virtual learning

Abstract

AbstractPurpose/objectivesDental students’ levels of engagement and comprehension were assessed using tactile learning (with physical teeth) versus virtual learning (using computer images) in a dental histology course. Differences in engagement and comprehension by learning preferences were also examined.MethodsOne hundred first‐year dental students were randomly divided into twenty teams of five students. Conditions were counterbalanced such that half the students were given physical tooth models (Group A) while the other half were given access to virtual images of tooth models (Group B) during the first session. Conditions were switched for a second session. Both groups completed the same learning exercise and formative assessment (quiz) after each session. A survey assessed students’ learning preferences and attitudes.ResultsThere were no differences by group assignment in both formative assessment scores and learning preferences (p > 0.10). For all students, comprehension of material was significantly higher in the tactile condition (with physical teeth) compared to the virtual experience (p = 0.01), but there was no difference in engagement between conditions (p = 0.35). Students who preferred learning with physical tooth models had higher engagement when using the physical tooth models compared to those who preferred virtual tooth models (p = 0.04), and significantly more positive attitudes toward physical tooth models (p's < 0.0001).ConclusionResults suggest that for dental students, learning activities involving handling physical teeth may produce greater comprehension than viewing virtual images of teeth on a screen. More research is needed to determine the circumstances when virtual images can be substituted for physical models or be a beneficial adjunct method.