Usage of Virtual Reality and Gamification to Enhance Pre-Clinical Endodontic Teaching Process: First Experience among Ukrainian Dental Students

Abstract

Objective of the research was to verify impact of using virtual reality and gamification principles during dental education dedicated to the teaching of pre-clinical endodontics on the students’ motivation, academic success and readiness for clinical-based courses. Research was organized in the form of cross-section study to assess and monitor differences of such parameters, as students’ motivation, academic success and readiness for clinical-based courses, among students undergoing pre-clinical endodontic education with and without application of virtual reality and gamification principles through the study process. Study cohort was formulated out of 60 students, representing six academic groups of 3rd year of education, which were distributed randomly to study and control groups. Virtual reality for educational objectives was formed in the manner of non-immersive VR type environment with the interaction being kept by the use of smartphone. Obtained results demonstrated that usage of virtual reality and gamification principles significantly impact intrinsic motivation of student, while also their motivation for future clinicalbased endodontic courses, considering that mean values for those parameters were statistically different between study and control groups (p < 0.05). Differences in mean values of selfdetermination, self-efficacy and grade motivation components between study and control groups were not significant (p > 0.05). Fact of implementing virtual reality and gamification principles into the educational process and level of classes’ interactivity shown the highest level of correlation with educational motivation within study group (r = 0.79, p < 0.05 and r=0.77, p < 0.05 respectively). Educational approach with the involvement of virtual reality increases familiarity of dental students with modern digital technologies, while gamification principles support interactivity pattern based on usage of smartphones and adapted software irrespectively of location (in cases if education is held in online mode) and time (full-time access, if classes were interrupted because of different reasons). Virtual reality and gamification should be considered as additive educational components to keep up the track of continuous education within the conditions when casual educational workflow may be interrupted due to the number of reasons, including war, mass disasters and pandemics.