Registration Number
2125U008955, Article
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Текст
Title
Usage of Virtual Reality and Gamification to Enhance Pre-Clinical Endodontic Teaching Process: First Experience among Ukrainian Dental Students (AI translated)
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Goncharuk-Khomyn Myroslav
Bilyschuk Mykola
Pishkovtsi Anna-Mariia
Lokota Iurii
Ivaskevych Victoriia
Marian-Yovbak Victoriia
Bilei Anastasiia
Гончарук-Хомин Мирослав Юрійович
Пішковці Анна-Марія Михайлівна
Локота Юрій Євгенович
Іваськевич Вікторія Зіновіївна
Мар'ян-Йовбак Вікторія Юріївна
Білей Анастасія
Goncharuk-Khomyn Myroslav
Bilyschuk Mykola
Pishkovtsi Anna-Mariia
Lokota Iurii
Ivaskevych Victoriia
Marian-Yovbak Victoriia
Bilei Anastasiia
Honcharuk-Khomyn Myroslav Yuriiovych
Pishkovtsi Anna-Mariya Mykhailivna
Lokota Yurii Yevhenovych
Ivaskevych Viktoriya Zinoviivna
Mar'yan-Yovbak Viktoriya Yuriivna
Bilei Anastasiya
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01-01-2025
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Ужгородський національний університет
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https://dspace.uzhnu.edu.ua/jspui/handle/lib/74233
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Journal of International Dental and Medical Research
Description
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.
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2026-06-13
