Immersive game for dental anesthesia training with haptic feedback

Ribeiro, Matheus A. O.; Tori, Allan Amaral; Tori, Romero; Nunes, Fátima L. S.

doi:10.1145/3306214.3338592

Cited by 5 publications

(13 citation statements)

References 4 publications

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“…The fifteen articles included in this review comprised seven journal articles [23][24][25][26][27][28][29], three conference papers [30][31][32], four book chapters [33][34][35][36], and one master's thesis [37], including 11 serious games in dental education. Three serious games (reported in four articles) were designed for pre-clinical dentistry with a focus on tooth morphology in 2014 and 2017 [30,37], histology in 2019 [28], and skull anatomy in 2020 [36].…”

Section: Characteristics Of Included Articles and Serious Gamesmentioning

confidence: 99%

“…Three serious games (reported in four articles) were designed for pre-clinical dentistry with a focus on tooth morphology in 2014 and 2017 [30,37], histology in 2019 [28], and skull anatomy in 2020 [36]. Eleven articles were relevant to clinical dentistry, including dentin bonding for operative dentistry in 2011 [23], alginate mixing in 2013 [24], diagnosis and treatment planning in virtual dental patients in 2013 [33], dental public health in 2013, 2016 and 2017 [25,26,34], biosafety in 2018 and 2019 [27,35], dental anesthesia in 2019 [31], diagnosis in virtual endodontic patients in 2019 [32], and clinical skill assessment in 2020 [29]. These serious games and their details are presented in Table 1.…”

Section: Characteristics Of Included Articles and Serious Gamesmentioning

confidence: 99%

“…There were three serious games requiring onsite settings to ensure learners had access to relevant materials [24,30,31,37]. Skills-O-Mat required a spoon attached to an accelerometer to capture how well students could mix alginate [24].…”

Section: Serious Games As Interactive Asynchronous Distance Learning ...mentioning

confidence: 99%

“…Skills-O-Mat required a spoon attached to an accelerometer to capture how well students could mix alginate [24]. A serious game for dental anaesthesia implemented a haptic device for training students in conducting an anaesthetic procedure (Figure 3) [31]. Motion sensors seem to be important technologies for serious games in training psychomotor skills in dental education.…”

Section: Serious Games As Interactive Asynchronous Distance Learning ...mentioning

confidence: 99%

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Serious Games and the COVID-19 Pandemic in Dental Education: An Integrative Review of the Literature

et al. 2021

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The COVID-19 pandemic has forced faculties including dental schools into a ‘new normal’, where the adoption of remote or distance learning is required to minimise the risk of infection. Synchronous learning historically was favoured due to the perceived advantage of ‘real time’ interactions between instructors and learners; these interactions are not always possible in asynchronous settings. However, serious games can overcome this limitation of asynchronous learning. This integrative review explores the literature on serious games in dental education, to construct a conceptual framework of their strengths in this pandemic. Following consideration of inclusion and exclusion criteria, 15 articles on 11 serious games designed for dental education were included in this review. Our investigation points to an increase in the use of serious games since 2018. The findings of the review support the use of serious games in dental education during the recent crisis. Key strengths include positive educational outcomes, enhanced engagement and motivation, interactive asynchronous distance learning, a safe learning environment, and the advantage of stealth assessment. Consequently, the ‘new normal’ in education appears to support a very promising future for serious games, particularly in dental education. A conceptual framework is proposed to inform further research across all education settings and timeframes.

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Section: Characteristics Of Included Articles and Serious Gamesmentioning

confidence: 99%

Section: Characteristics Of Included Articles and Serious Gamesmentioning

confidence: 99%

Section: Serious Games As Interactive Asynchronous Distance Learning ...mentioning

confidence: 99%

Section: Serious Games As Interactive Asynchronous Distance Learning ...mentioning

confidence: 99%

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Serious Games and the COVID-19 Pandemic in Dental Education: An Integrative Review of the Literature

et al. 2021

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“…In this regard, Ribeiro et al in 2019 presented a system to practice dental anaesthesia techniques. Their serious games allow the user to practice with or without tactile or visual aids thanks to a haptic interface [21]. Also, Ushaw et al proved the help given by serious games for health.…”

Section: Serious Games In Healthcarementioning

confidence: 99%

Learning Capacity in Simulated Virtual Neurological Procedures

Mancosu¹,

Czanner²,

Punter³

2020

Computer Science Research Notes

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In recent years, the use of Virtual Reality (VR) has skyrocketed in many fields. From videogames to education, the popularity of this technology is well known also thanks to its affordability and the growing number of available content. An immersive approach and the correct use of gamification have been proven to be valuable tools for learning in different fields. There are many examples of the adoption of VR application also in the healthcare setting not only for learning purposes but also for patients' rehabilitation. This paper is intended to list some existing works and then present our project for an immersive serious game with the aim of enhancing the training of healthcare workers for the assessment of stroke patients.

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Virtual reality and gamification in education: a systematic review

Lampropoulos,

Kinshuk

2024

Education Tech Research Dev

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This study aims to analyze the use of virtual reality and gamification in education by examining the existing literature. In addition to virtual reality, this study focuses on gamified virtual reality learning environments which refer to virtual reality learning environments that integrate gamification elements and mechanisms. Based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, a systematic literature review was carried out. No limitations were set regarding educational level, type of study, subject, and publication year. The related articles were retrieved from 5 databases (ERIC, Google Scholar, IEEE, SCOPUS, and Web of Science). A total of 112 articles were included, 16 research questions were explored, and a thematic analysis was conducted. To evaluate the quality of the articles included, the Mixed Methods Appraisal Tool (MMAT) was used. According to the findings, gamification and virtual reality support several pedagogical theories and approaches. Their adoption to and integration into education can enrich and transform traditional teaching and learning and were assessed positively by students and teachers. Gamification elements significantly affected students’ achievements. In comparison to traditional learning environments, gamified virtual reality learning environments were more motivating, engaging, and interactive and offered more opportunities for personalized and collaborative learning. Through the realistic and interactive experiences offered, students’ immersion and social presence can be enhanced, knowledge acquisition can be improved, and material comprehension can be facilitated. Positive changes in student attitude, behavior, and mentality as well as improved cognitive, physical, and social–emotional development were observed. When using learning environments that integrate both virtual reality and gamification, students’ learning outcomes, motivation, engagement, and self-efficacy were increased. Additionally, students’ academic performance, active involvement, and satisfaction were improved. Students’ curiosity, imagination, focus, and interest were enhanced and their skills and competences were developed. Finally, gamified virtual reality emerged as an effective educational tool that can improve learning at all educational levels, subjects, and contexts.

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Immersive game for dental anesthesia training with haptic feedback

Cited by 5 publications

References 4 publications

Serious Games and the COVID-19 Pandemic in Dental Education: An Integrative Review of the Literature

Serious Games and the COVID-19 Pandemic in Dental Education: An Integrative Review of the Literature

Learning Capacity in Simulated Virtual Neurological Procedures

Virtual reality and gamification in education: a systematic review

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