Web-Based Augmented Reality vs. Interactive Presentation for Learning Caries Detection: A Randomized Study on Student Motivation

TL;DR

A study found that web-based augmented reality improves student motivation for learning caries detection compared to 2D presentations.

Contribution

This study is the first to compare web-based AR with a matched 2D presentation for caries detection training and its impact on student motivation.

Findings

WebAR significantly increased RIMMS motivation scores compared to the 2D presentation.

AR received more positive feedback and fewer complaints about graphics.

WebAR is low-cost and scalable for dental education.

Abstract

Background/Objectives: Augmented Reality (AR) is promising in dental education, yet its impact on caries detection training remains underexplored. This study aimed to compare the effect of a web-based AR (WebAR) learning object with a content- and interface-matched interactive 2D presentation on undergraduate students’ motivation to learn caries detection. Methods: Two learning objects were expressly designed using a real patient’s dental records: a WebAR image-tracking experience (built with Zapworks Studio®) and a 2D interactive presentation (built with Genially®). The WebAR object showed the patient’s 3D dental arches with tooth-level hotspots linking clinical and radiographic media. The 2D comparator mirrored the same assets and navigation, restricting visualization to 2D. Third-year dental students were randomly assigned to either the AR or Genially® (G) group. After completing ICDAS-based caries identification, participants completed the 12-item Reduced Instructional Materials Motivation Survey (RIMMS) and provided open-ended feedback. Group differences were tested with the Mann–Whitney U test (p < 0.05). Results: Eighty-five students completed the study (AR n = 46; G n = 39). The AR group achieved a higher total RIMMS score (4.14 vs. 3.53 on a 5-point scale; p < 0.001), with significantly higher means in Attention, Confidence, Satisfaction, and Relevance (p < 0.05). Open-ended comments were more positive with AR (75.8% vs. 31.0%), while graphics-related complaints were more frequent with the Genially® resource (34.5% vs. 75.0%). Conclusions: WebAR achieved higher RIMMS motivation scores than a content-matched interactive presentation. Adding 3D spatial interaction to otherwise equivalent materials can enhance learners’ motivation for caries detection training, while remaining low-cost and scalable.

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