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Chen D, Liu X, Liu Y, Wang X, Zheng J, Wu L. Virtual reality used in undergraduate orthodontic education. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023. [PMID: 37908172 DOI: 10.1111/eje.12968] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Revised: 01/19/2023] [Accepted: 10/16/2023] [Indexed: 11/02/2023]
Abstract
INTRODUCTION Undergraduate dental students frequently have reduced clinical experience which presents a challenge for their dental education. Previously, we developed a virtual reality (VR) simulating the whole clinical treatment process of a patient with angle Class II division 1 malocclusion, and the VR also helped to explain some important orthodontic concepts. As a novel teaching tool, this study aims to compare the effects of VR versus traditional case analysis by Power Point (PPT) in inspiring student learning motivation and evaluating learning experience. MATERIALS AND METHODS A randomized, cross-over, stratified sampling method was taken to divide the fourth-year undergraduate dental students equally into two groups. The two groups were crossed over to use VR and PPT. RESULTS For the whole study, results indicated that students in the VR group showed higher learning motivation (including attention, relevance, confidence and satisfaction) than in the PPT group, but the differences between VR and PPT groups were not very big, and the median of the differences located at 0. For learning experience, students thought VR to be more useful, more enjoyable and more engaging, but the median of differences also located at 0. Notably, the majority of students had higher recommendations for VR than PPT, and the median difference located at 1. However, when the two phases were analysed separately, some items showed no significant differences between VR and PPT learning. CONCLUSION VR is a very useful adjunct to education compared to traditional case analysis by PPT, but we cannot exaggerate its benefits. Educators should make good use of VR to solve the difficult problems in education.
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Affiliation(s)
- Dongru Chen
- Department of Orthodontics, Guanghua School of Stomatology, Hospital of Stomatology, Sun Yat-sen University. Guangdong Provincial Key Laboratory of Stomatology, Guangzhou, Guangdong, China
| | - Xiangqi Liu
- Department of Oral and Maxillofacial Surgery, Guanghua School of Stomatology, Hospital of Stomatology, Sun Yat-sen University. Guangdong Provincial Key Laboratory of Stomatology, Guangzhou, Guangdong, China
| | - Yuanbo Liu
- Department of Orthodontics, Guanghua School of Stomatology, Hospital of Stomatology, Sun Yat-sen University. Guangdong Provincial Key Laboratory of Stomatology, Guangzhou, Guangdong, China
| | - Xi Wang
- Department of Orthodontics, Guanghua School of Stomatology, Hospital of Stomatology, Sun Yat-sen University. Guangdong Provincial Key Laboratory of Stomatology, Guangzhou, Guangdong, China
| | - Jinxuan Zheng
- Department of Orthodontics, Guanghua School of Stomatology, Hospital of Stomatology, Sun Yat-sen University. Guangdong Provincial Key Laboratory of Stomatology, Guangzhou, Guangdong, China
| | - Liping Wu
- Department of Orthodontics, Guanghua School of Stomatology, Hospital of Stomatology, Sun Yat-sen University. Guangdong Provincial Key Laboratory of Stomatology, Guangzhou, Guangdong, China
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Perception of the Use of Virtual Reality Didactic Tools among Faculty in Mexico. FUTURE INTERNET 2023. [DOI: 10.3390/fi15020072] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/15/2023] Open
Abstract
This paper develops descriptive quantitative research of the assessments of virtual reality (VR) technology, used as a didactic tool, by a sample of 712 university professors in Mexico. For this purpose, a validated Likert-type questionnaire was used as an instrument, the responses to which were statistically analyzed. The results obtained show that professors in Mexico report low levels of digital skills, but high valuations of VR. These ratings depend strongly on the professors’ area of knowledge. In this sense, the biggest gap is between Engineering professors, who value VR better, and Humanities professors, who value it worse. There are also gender gaps and gaps due to the digital generation of the participants in the assessments made, whose behavior is also different according to the area of knowledge. As a result, some recommendations are provided to try to reduce the gaps found.
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Papa DCR, Menezes LDCD, Moraes ÍAPD, Silveira AC, Padula N, Silva SDOV, Gaspar RC, Dias ED, Ferreira C, Araújo LVD, Astorino TA, Dawes H, Monteiro CBDM, Silva TDD. Cardiac autonomic modulation in response to postural transition during a virtual reality task in individuals with spinal cord injury: A cross-sectional study. PLoS One 2023; 18:e0283820. [PMID: 37053177 PMCID: PMC10101494 DOI: 10.1371/journal.pone.0283820] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Accepted: 03/17/2023] [Indexed: 04/14/2023] Open
Abstract
PURPOSE The postural transition from sitting to standing is a moment of dysautonomic occurrence in individuals with Spinal Cord Injury (SCI). Different tools can be used to minimize this event, such as virtual reality. Thus, we aimed to analyze cardiac autonomic modulation in individuals with SCI during postural transition from the sitting to orthostatism position using a cognitive virtual reality (VR) task. METHODS Individuals with and without SCI were positioned on the Easy Stand® device, sitting at rest, at 0° considering the angle between the seat and the floor, elevation at 45°, and orthostatism at 90°, for 5 minutes in each position. Heart rate variability (HRV) measures of sympathovagal balance were collected (heart rate receiver: Polar V800). The groups were subdivided into two groups, one that performed VR as an intervention during the postural angle changes and another group that did not perform VR. RESULTS We evaluated 76 individuals, 40 with a medical diagnosis of SCI and 36 who composed the able-bodied control group without SCI, matched by age and sex. The HRV results showed that the SCI group who performed the task in VR demonstrated no significant difference in parasympathetic activation and global variability between the sitting versus 90° positions. There was better sympathovagal balance in SCI and able-bodied control groups who performed the VR task between the sitting versus 90° positions. CONCLUSION The use of a VR task seems to contribute to better sympathovagal balance, with the potential to reduce dysautonomia during postural changes.
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Affiliation(s)
- Denise Cardoso Ribeiro Papa
- Postgraduate Program in Medicine (Cardiology) at Escola Paulista de Medicina, Federal University of São Paulo (EPM / UNIFESP), São Paulo, São Paulo, Brazil
| | - Lilian Del Ciello de Menezes
- Postgraduate Program in Medicine (Cardiology) at Escola Paulista de Medicina, Federal University of São Paulo (EPM / UNIFESP), São Paulo, São Paulo, Brazil
- Faculty of Medicine, City of São Paulo University (UNICID), São Paulo, São Paulo, Brazil
| | - Íbis Ariana Peña de Moraes
- Faculty of Medicine, City of São Paulo University (UNICID), São Paulo, São Paulo, Brazil
- Postgraduate Program in Rehabilitation Sciences, Faculty of Medicine, University of São Paulo (FMUSP), São Paulo, São Paulo, Brazil
- Exeter Biomedical Research Centre, College of Medicine and Health, University of Exeter, Exeter, United Kingdom
| | - Ana Clara Silveira
- Postgraduate Program in Physical Activity Sciences, School of Arts, Science and Humanities of University of São Paulo (EACH-USP), São Paulo, São Paulo, Brazil
| | - Natalia Padula
- Acreditando - Center for Neuromotor Recovery, Health, and Wellness, Brazil
| | | | | | - Eduardo Dati Dias
- Postgraduate Program in Rehabilitation Sciences, Faculty of Medicine, University of São Paulo (FMUSP), São Paulo, São Paulo, Brazil
| | - Celso Ferreira
- Postgraduate Program in Medicine (Cardiology) at Escola Paulista de Medicina, Federal University of São Paulo (EPM / UNIFESP), São Paulo, São Paulo, Brazil
| | - Luciano Vieira de Araújo
- Postgraduate Program in Information Systems, School of Arts, Science and Humanities of University of São Paulo (EACH-USP), São Paulo, São Paulo, Brazil
| | - Todd A Astorino
- Department of Kinesiology, California State University San Marcos (CSUSM), San Marcos, California, United States of America
| | - Helen Dawes
- Exeter Biomedical Research Centre, College of Medicine and Health, University of Exeter, Exeter, United Kingdom
- Department of Paediatrics, University of Oxford, Oxford, United Kingdom
| | - Carlos Bandeira de Mello Monteiro
- Postgraduate Program in Rehabilitation Sciences, Faculty of Medicine, University of São Paulo (FMUSP), São Paulo, São Paulo, Brazil
- Postgraduate Program in Physical Activity Sciences, School of Arts, Science and Humanities of University of São Paulo (EACH-USP), São Paulo, São Paulo, Brazil
| | - Talita Dias da Silva
- Postgraduate Program in Medicine (Cardiology) at Escola Paulista de Medicina, Federal University of São Paulo (EPM / UNIFESP), São Paulo, São Paulo, Brazil
- Faculty of Medicine, City of São Paulo University (UNICID), São Paulo, São Paulo, Brazil
- Postgraduate Program in Rehabilitation Sciences, Faculty of Medicine, University of São Paulo (FMUSP), São Paulo, São Paulo, Brazil
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Liu R, Xu X, Yang H, Li Z, Huang G. Impacts of Cues on Learning and Attention in Immersive 360-Degree Video: An Eye-Tracking Study. Front Psychol 2022; 12:792069. [PMID: 35153916 PMCID: PMC8828640 DOI: 10.3389/fpsyg.2021.792069] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2021] [Accepted: 12/29/2021] [Indexed: 12/15/2022] Open
Abstract
Immersive 360-degree video has become a new learning resource because of its immersive sensory experience. This study examined the effects of textual and visual cues on learning and attention in immersive 360-degree video by using eye-tracking equipment integrated in a virtual reality head-mounted display. Participants (n = 110) were randomly assigned to one of four conditions: (1) no cues, (2) textual cues in the initial field of view (FOV), (3) textual cues outside the initial FOV, and (4) textual cues outside the initial FOV + visual cues. The results showed that the cues (annotations or annotations + arrows) helped learners achieve better learning outcomes and spend more time focusing on the areas with cues. In addition, the study found a serious imbalance in the distribution of learners' attention in each region of the video. The attention directed to textual cues in the initial FOV is much higher than the attention directed to textual cues outside the initial FOV. Adding visual cues can effectively direct attention to textual cues outside the initial FOV and alleviate the imbalance of attention distribution. Consequently, adding cues to immersive 360-degree video can be an appropriate approach to promote learning and guide attention in immersive 360-degree video learning environments. This study provided new insights into the design and development of immersive 360-degree video instructional resources.
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Affiliation(s)
| | | | - Hairu Yang
- Department of Educational Technology, Institute of Education, China West Normal University, Nanchong, China
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