Student performance and appreciation using 3D vs. 2D vision in a virtual learning environment

• Published in: European journal of dental education 2016-08, Vol.20 (3), p.142-147
• Main Authors: de Boer, I. R., Wesselink, P. R., Vervoorn, J. M.
• Format: Article
• Language: English
• Subjects: Computer Graphics; Computer Simulation; Computer-Assisted Instruction - methods; Computer-Assisted Instruction - utilization; Dental schools; Dentistry; Education, Dental - methods; Educational Measurement; Educational technology; Educational Technology - instrumentation; Educational Technology - methods; Female; Humans; Image Processing, Computer-Assisted; Imaging, Three-Dimensional; Male; Models, Educational; Multimedia; Software; Students; Students - statistics & numerical data; Students, Dental; Surveys and Questionnaires; User-Computer Interface; virtual learning environment; Virtual reality
• ISSN: 1396-5883; 1600-0579
• DOI: 10.1111/eje.12152

Aim The aim of this study was to investigate the differences in the performance and appreciation of students working in a virtual learning environment with two (2D)‐ or three (3D)‐dimensional vision. Material and methods One hundred and twenty‐four randomly divided first‐year dental students performed a manual dexterity exercise on the Simodont dental trainer with an automatic assessment. Group 1 practised in 2D vision and Group 2 in 3D. All of the students practised five times for 45 min and then took a test using the vision they had practised in. After test 1, all of the students switched the type of vision to control for the learning curve: Group 1 practised in 3D and took a test in 3D, whilst Group 2 practised in 2D and took the test in 2D. To pass, three of five exercises had to be successfully completed within a time limit. The students filled out a questionnaire after completing test 2. Results The results show that students working with 3D vision achieved significantly better results than students who worked in 2D. Ninety‐five per cent of the students filled out the questionnaire, and over 90 per cent preferred 3D vision. Conclusion The use of 3D vision in a virtual learning environment has a significant positive effect on the performance of the students as well as on their appreciation of the environment.