Motivating dental students to learn caries detection methods: comparative evaluation of augmented reality and interactive presentations (Preprint)

BACKGROUND Augmented Reality (AR) has been employed for educational purposes in Dentistry with promising results in various areas, including dental anatomy, head and neck anatomy, dental charting, oral histology, dental anesthesia, operative dentistry, and radiology. However, AR has not been applied in Cariology education. OBJECTIVE To compare the impact on motivation between Augmented Reality resources and digital interactive resources, both aimed at training dental students in caries detection. METHODS A digital patient was created using two different technologies: Augmented Reality (AR) and a Genially® interactive presentation (G). Following a randomized experimental study design, third-year dental students were divided into two groups (AR or G). After identifying the carious lesions, the students completed a version of the Reduced Instructional Materials Motivation Survey (RIMMS) and gave their opinion about the resource used. Mann-Whitney U test, Spearman correlation coefficient and a linear regression analysis were performed (p<0.05), as well as a qualitative analysis of the open responses. RESULTS Eighty-five students (AR=46, G=39) completed the survey. The mean total RIMMS scores were 4.14 (AR) and 3.53 (G), with statistically significant differences between groups (p<0,001). The AR group gave a significantly higher mean score for all dimensions (Attention, Confidence, Satisfaction and Relevance) (p<0,05). 33.3% (G) and 41.3% (AR) of the students experienced high stress levels, without statistically significant differences between groups. In the AR group, the Attention dimension significantly and inversely explained the stress levels (β=-2.299, p=0.01), while in the G group, only Confidence significantly and inversely explained them (β=-1.336, p=0.04). 75.8% (AR) and 31% (G) of the students’ opinions included positive words. 75% (G) and 34.5% (AR) of the responses complained about the graphic display. CONCLUSIONS The impact on students’ motivation to learn caries detection methods was greater with the AR resource than with the Genially® resource.