Effect of self-learning media based on 360° virtual reality for learning periodontal instrument skills

INTRODUCTION

Of 360° Virtual Reality (VR) is possibly produced and sufficiently effective as a consumer-friendly VR learning medium. Therefore, it is also expected to be useful in the dental practice field, as a self-learning medium for non-face-to-face skill training during the ongoing pandemic (COVID-19). Accordingly, this study was conducted to assess 360° VR self-learning media for a periodontal instrument operation.

MATERIALS AND METHODS

We recruited 30 participants who had never experienced instrument training. We offered basic education and initial assessment (IA), then divided them into three groups: 1) PAPER: trained only with paper handouts; 2) 2D: trained with 2D video; 3) VR: trained with 360° VR. Each group performed self-learning and mid-term assessment (MA). Subjects then implemented home self-learning with the same media for one week, which was then followed by a final assessment (FA).

RESULT

Analysis of IA-to-FA improvement scores showed that VR and 2D video were significantly higher than the PAPER groups. Meanwhile, analysis of MA-to-FA improvement scores showed that only VR was substantially higher than the PAPER group. Although VR and 2D video groups were not considerably different, VR scores were numerically higher than 2D video in all improvement score analyses.

DISCUSSION

Both 2D video and 360° VR training were helpful to participants for an effective self-learning and also had good portability and accessibility as online-based learning methods. 360° VR showed higher learning efficiency than regular 2D video, possibly due to its autonomy, 360° visual information and physical and immersive characteristics, which positively affected self-training.

CONCLUSION

Our findings showed the potential of 360° VR learning media and, further, suggest its usefulness as a novel self-learning method in future dental education.