A comparison of virtual reality and three‐dimensional multiplanar educational methods for student learning of cone beam computed tomography interpretations

Abstract

AbstractObjectivesThe 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.MethodsSixty 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).ResultsThere 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.ConclusionResults 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.