Augmented reality (AR) and virtual reality (VR) applied in dentistry

Huang, Ta‐Ko; Yang, Chi-Hsun; Hsieh, Yin-Cheng; Wang, Jen–Chyan; Hung, Chun-Cheng

doi:10.1016/j.kjms.2018.01.009

Cited by 244 publications

(186 citation statements)

References 31 publications

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“…These features present an educational opportunity that needs to be explored to determine if such features can enhance a student's ability to visualize teeth 3‐dimensionally as well as explore student perceptions of benefits and limitations. A recent study determined the use of 3D software had a positive effect on student performance; however, publications related to AR/VR in dentistry are very limited, and they are not specifically related to student education.…”

Section: Discussionmentioning

confidence: 99%

Digital Learning Resources for Prosthodontic Education: The Perspectives of a Long‐Term Dental Educator Regarding 4 Key Factors

Goodacre

2018

Journal of Prosthodontics

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Technological advances have led to the introduction of 3D education programs specifically designed for dentistry, leading to the author's use of these programs in the education of dental students. Based on this usage, this paper proposes there are 4 key factors that can enhance student education (spatial ability, interactivity, critical thinking, and clinical correlations with integration of multiple dental disciplines). These key factors can be incorporated into student learning through the use of 3D education programs in class. Lessons learned from using these programs include the importance of regular use in class as well as testing students both visually and textually on the content present in such programs. In this way, students will use the program and thereby enhance their 3D visualization skills while learning the required didactic information. Simply providing students with access to such programs without regular use in class and without testing the students on the content leads to these programs' lack of use. As a result, the students miss an opportunity to enhance their ability to visualize structures three dimensionally and manipulate them in their minds, a process known as spatial ability that is linked to success in the sciences.

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Section: Discussionmentioning

confidence: 99%

Digital Learning Resources for Prosthodontic Education: The Perspectives of a Long‐Term Dental Educator Regarding 4 Key Factors

Goodacre

2018

Journal of Prosthodontics

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“…Computer Impact of AR on Programming Language Learning: Efficiency and Perception [30] Control engineering Interactive mobile interface with AR for learning digital control concepts [16] Dentistry AR and VR applied in dentistry [18] Design The experiential domain: developing a model for enhancing practice in Design and Technology education [26] Energy engineering Exploratory study of the acceptance of two individual practical classes with remote labs [33] Engineering Applying AR in practical classes for engineering students [6] Engineering Handheld augmented reality system for resistive electric circuits understanding for undergraduate students [29] Foods Discovering the Chemical Elements in Food [15] Geographical and Environmental…”

Section: Area Applicationmentioning

confidence: 99%

A smartphone‐based augmented reality system for university students for learning digital electronics

Avilés‐Cruz

Villegas-Cortéz

2019

Comp Applic In Engineering

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The fundamental concepts of electronic devices are generally taught in the initial courses of electrical and electronics engineering. For students, it is very important to grasp the basic concepts that make computers and digital systems possible. Among these concepts, boolean algebra and logic gates stand out. In this paper, a smartphone‐based augmented reality (AR) system is proposed which helps in the adequate learning of logic gate integrated circuits (ICs). The proposed system allows the automatic identification of ICs that enables basic logic operations. It uses a smartphone and a breadboard for the identification of 7 basic logic gate ICs that are: AND gate, OR gate, NOT gate, NAND gate, NOR gate, XOR gate, and XNOR gate. The smartphone takes a picture of the electronic circuit and digitally generates a layer of virtual objects which are then mixed with the original image. The markless paradigm identifies the ICs in a typical circuit and places three objects that are: IC identification, pins information, and logic diagram information. Finally, the smartphone screen displays the image of the logic gate obtained. The entire evaluation of the AR system is presented with a technical efficiency of 97.5 and a qualitative satisfaction study.

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“…Augmented reality (AR) covers many research areas [1][2][3][4][5], including biomedicine, neurology and engineering. The implementation of these methods in stomatology [6][7][8][9][10][11] extends the medical study of real dental objects into the digital world. This paper describes how real dental objects can be replaced by their digital models in the present cyber-physical environment, which combines augmented and virtual reality [7].…”

Section: Introductionmentioning

confidence: 99%

“…The implementation of these methods in stomatology [6][7][8][9][10][11] extends the medical study of real dental objects into the digital world. This paper describes how real dental objects can be replaced by their digital models in the present cyber-physical environment, which combines augmented and virtual reality [7]. The efficiency of the use of AR in stomatology can be seen during surgical navigation [12], manipulation in implantology [13,14], and applications in maxillofacial surgery [15] as well.…”

Section: Introductionmentioning

confidence: 99%

Augmented Reality Implementations in Stomatology

et al. 2019

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Augmented reality has a wide range of applications in many areas that can extend the study of real objects into the digital world, including stomatology. Real dental objects that were previously examined using their plaster casts are often replaced by their digital models or three-dimensional (3D) prints in the cyber-physical world. This paper reviews a selection of digital methods that have been applied in dentistry, including the use of intra-oral scanning technology for data acquisition and evaluation of fundamental features of dental arches. The methodology includes the use of digital filters and morphological operations for spatial objects analysis, their registration, and evaluation of changes during the treatment of specific disorders. The results include 3D models of selected dental arch objects, which allow a comparison of their shape and position during repeated observations. The proposed methods present digital alternatives to the use of plaster casts for semiautomatic evaluation of dental arch measures. This paper describes some of the advantages of 3D digital technology replacing real world elements and plaster cast dental models in many areas of classical stomatology.

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Augmented reality (AR) and virtual reality (VR) applied in dentistry

Cited by 244 publications

References 31 publications

Digital Learning Resources for Prosthodontic Education: The Perspectives of a Long‐Term Dental Educator Regarding 4 Key Factors

Digital Learning Resources for Prosthodontic Education: The Perspectives of a Long‐Term Dental Educator Regarding 4 Key Factors

A smartphone‐based augmented reality system for university students for learning digital electronics

Augmented Reality Implementations in Stomatology

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