AR-Based-Assessment in Dental Education
In not much time, all students who are “digital natives” (students who were born in the digital era)
would prefer a more real but imaginary life. In fact, digital transformation in life aspects is ongoing,
it’s an easy lifestyle. When looking at the enthusiasm and criticality of importance, educators have
considered “being digital”1 as a must, and have worked to cope with it. This era should require them
to build a digitally-based standard setting. Traditionally, standard setting is a method used to
determine the levels of achievement or proficiency and the corresponding scores to those levels.
2
Many computerised software that are now applied for learning, like the augmented reality (AR). AR
can be defined as thetechnology that superimposes a computer-generated virtual scenario atop an
existing reality in order to create a sensory perception through the ability to interact with it.
1
In fact,
These applications in various educational events have shown encouraging outcomes with great
accuracy in tracking users’ performances resulting in improved competency with easier and
professional interventions by instructors in real-time. AR can improve students’ cognitive abilities
which, theoretically, follows the Cognitive Theory of Multimedia Learning.3,4 This theory stands for
the influence of using printed or virtual texts with presence of quick response mechanism in AR to
improve the performance of learners.5
The development of virtual and augmented reality in dentistry ensures a safe treatment tool.
1
Therefore, AR have promising results in dental education.
6
In Oral Surgery, for example, AR has
approved its efficiency in learning as well as treatment.Reports also shows that in Operative
Dentistry, AR have been approved as a successful practical tool in some schools.1,7Especially with the
Objective Structured Clinical Examination (OSCE), and “AR-Based-OSCE” is now a reliable tool in
teaching and assessing in Operative Dentistry.
8,9However, to date, no reports on AR-Based learning
have been published in Removable-Prosthodontics, although, computerised technology, and 3D
printing, started to master dental applications of protheses since no short time. Many causes can be
thought of. The first is attributed to the cost of implementation in educational setting, the second
and foremost is the international differences of educational systems and applied standards.
1,7,8 The
author thinks the reasons require further investigation. This will help to build a framework for future
technology implementation in prosthodontic education.