A Mobile Augmented Reality System for the Learning of Dental Morphology - digital education review

Oct 15, 2026

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Three-dimensional models are crucial for teaching dental morphology when information is hard to obtain from 2D images. The paper presents a mobile augmented reality (AR) system using target recognition to overlay virtual objects onto real images. A study with undergraduate and master’s students plus center employees compared learning using the AR system versus a recorded video class. Post-knowledge scores showed no statistically significant differences, while participants reported high satisfaction, ease of use, and interest in using the system for dental learning, supporting its effectiveness as a knowledge transmitter and its flexibility in learning.

LanguageEnglish

CategoryTechnology

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Abstract

I. Introduction

Dental morphology and learning challenges

Proposed mobile AR system

II. Background

A Mobile Augmented Reality System for the Learning of Dental Morphology M.-Carmen Juan [mcarmen@dsic. upv.es](mcarmen@dsic. upv.es) Universitat Politècnica de València, Spain Lucian Alexandrescu [lecsandrescu@yahoo.com](lecsandrescu@yahoo.com) Universitat Politècnica de València, Spain Fernando Folguera [informacion@folgueravicent.com](informacion@folgueravicent.com) C.F. Folguera-Vicent, Alboraya, Spain Inmaculada García-García [ingarcia@dsic. upv.es](ingarcia@dsic. upv.es) Universitat Politècnica de València, Spain Abstract Three-dimensional models are important when the learning content is difficult to acquire from 2D images or other traditional methods . This is the case for learning dental morphology. In this paper, we present a mobile augmented reality (AR) system for learning dental morphology. A study with students was carried out to determine whether learning outcomes were greater using the AR system or following a video session that was recorded in a real class . Other aspects were also considered. Thirty-eight undergraduate students, 6 Master’s students and 11 employees of the center (most of them lecturers) participated in the study. The analysis about the acquired knowledge indicates that the students increased their knowledge using the two methods . When the post-knowledge scores for the two methods were compared, no statistically significant differences were found. Therefore, the AR system could be used as an effective transmitter of knowledge . The rest of the questions, which all of the participants answered, indicated that they were highly satisfied with the AR system, they considered the AR system to be very easy to use, and they would like to use it for dental learning. Moreover, as a mobile AR system, it could facilitate versatility in the learning process . Keywords Augmented Reality; Mobile Augmented Reality; dental education; dental morphology M. C. Juan, L. Alexandrescu, F. Folguera, I. García-García 234 Digital Education Review-Number 30, December 2016 I. Introduction Three-dimensional models can help greatly when the learning content is very difficult to acquire from 2D images, such as learning about dental morphology. Dental morphology is a branch of dentistry that deals with the study of anatomical factors of the teeth in order to know their function, exterior shape, position, size, structure, development and movement of eruption . In all dental specialties, it is considered essential to fully know dental morphology. The traditional learning methods include 2D images (print or blackboard and chalk) in which the teacher explains the structures, elements, etc . Figure 1 shows an example of a 2D print image . Figure 2 shows a professor drawing a dental piece with its morphological elements on the backboard. With these techniques it is very difficult to observe the details in a general explanation . Real 3D models that are obtained using different materials such as polystyrene or calcium sulfate can also be used. For example, Figure 3 shows a dental piece made of polystyrene . Figure 4 shows the pieces of the lower dental arch. The pieces were made of calcium sulfate and later painted. In these cases, the details are more easily observable . However, the students cannot take the models home . In an attempt to reduce these difficulties, we have developed a mobile Augmented Reality (AR) system for learning dental morphology. Our mobile AR system runson mobile devices . It is based on target recognition, that is, the system recognizes a specific image. The camera of the device captures the real world in which the target appears . The mobile screen shows the augmented scene in which a virtual object is superimposed on the target. Figure 1. 2D print image for dental learning. Source: Compiled by the author Figure 2. A professor using the blackboard for dental learning Source: Compiled by the author 235 M. C. Juan, L. Alexandrescu, F. Folguera, I. García-Ga

FAQs

How does the proposed mobile AR system work for dental morphology learning?

It uses target recognition: the device camera captures an image where the target appears, and the screen overlays a virtual object onto the real scene.

What comparison was made to evaluate learning outcomes?

Learning outcomes were compared between using the mobile AR system and following a video session recorded from a real class.

Did the AR system show better learning results than the video method?

The analysis indicates students increased knowledge using both methods, and post-knowledge scores had no statistically significant differences between the two approaches.

Oct 15, 2026

Upload by dhado