ABSTRACT
O processo de ensino-aprendizagem vem sofrendo constante mudança por conta do desenvolvimento das novas tecnologias de informação e comunicação (TIC). Com isto, podem ser criados novos objetos de aprendizagem (OA), que auxiliem o aluno na compreensão de técnicas que muitas vezes têm dificuldade em entender através dos métodos tradicionais. A realidade aumentada (RA) é um recurso tecnológico introduzido como ferramenta de ensino com grande potencial. A RA tem o objetivo de suplementar o mundo real com objetos virtuais 3D, gerados computacionalmente, de tal forma que aparentem coexistir no espaço real. O objetivo deste estudo foi desenvolver um OA com o recurso da RA e aplicá-lo no ensino de preparos dentais para onlays áuricas em Dentística. Foram elaborados questionários (Q) para verificar a habilidade computacional dos participantes (Q1) e a Aceitação do OA (Q2). Fizeram uso do OA 77 participantes, entre eles: alunos de graduação (n=28), professores e alunos de pós-graduação de dentística e prótese (n=30) e alunos de cursos de atualização em dentística e prótese (n=19). Análises de consistência interna (Coeficiente de concordância de Kappa, Alfa de Cronbach e Análise de Conglomerados) demonstraram alta confiabilidade dos questionários. Testes de regressão linear simples entre a variável resposta Score do Q2 e as demais variáveis explicativas: Score Q1, idade, gênero e grupo mostraram grande aceitação por toda amostra estudada, independente da sua habilidade computacional (p=0,99; R2=0,00%), gênero (p=0,27; R2=1,6%), idade (p=0,27; R2=0,1%) ou grupo ao qual pertenciam (p=0,53; R2=1,9%). Conclui-se que a metodologia aplicada foi capaz de desenvolver um OA com RA para o ensino do preparo cavitário de grande aceitação pela amostra estudada.
The teaching and learning process is undergoing in constant change due to the development of new information and communication technologies (ICT). These new developments brings together the necessity of creating new learning objects (LO), that help students to understand the techniques which are difficult to understand trough traditional methods. Augmented reality (AR) is a new introduced technology as a teaching tool with great educational potential. The AR is intended to supplement the real world with 3D virtual objects generated computationally, this way they appear to coexist in real space. The objective of this study was to develop a LO with AR and apply it to teaching steps of preparations for dental auric onlays. Questionnaires (Q) were designed to verify the computational ability (Q1) of the participants and the acceptance of the LO (Q2). The LO was used by 77 participants, among them: undergraduate students (n = 28), professor and postgraduate students in dentistry and prosthesis (n = 30) and professional students refresher dentistry and prosthesis course (n = 19). Analyses of internal consistency (Kappa coefficient, Cronbach´s Alpha and Performance of Conglomerates) demonstrated high degree of confidence of the questionnaires. Tests of simple linear regression were made between the response variable and others variables: Score Q1, age, gender e and group. The results showed wide acceptance, regardless of their computational ability (p=0,99; R2=0,00%), gender (p=0,27; R2=1,6%), age (p=0,27; R2=0,1%) or group to which they belonged (p=0,53; R2=1,9%). It was concluded that the methodology used was able to develop a LO with AR for teaching cavity preparation with high index of acceptance in all groups studied.
Subject(s)
Humans , Male , Female , Universities , Learning , Dental Cavity Preparation/methodsABSTRACT
The purpose of this study was to evaluate the degree of demineralization of artificially induced caries-affected human dentin by an in vitro microbiological method. The occlusal surfaces of 6 human molar teeth were abraded until a flat surface was obtained, and the enamel was removed to expose the occlusal dentin surface. These teeth were sectioned in 12 halves in the vestibular-lingual direction and divided into 3 groups according to the period length of the microbiological essay (n = 4): G1, 7 days; G2, 14 days; and G3, 21 days. The surfaces of all specimens were protected by an acid-resistant nail varnish, except for a window where the caries lesion was induced by a Streptoccocus mutans biofilm in a batch-culture model supplemented with 5 percent sucrose. The specimens were then analyzed by optical coherence tomography (OCT) with a super-luminescent light diode (Λ = 930 nm) with 6.0-µm lateral and longitudinal resolution (in the air). Qualitative and quantitative results (images and average dentin demineralization, respectively) were obtained. The mean demineralization depths were (µm) 235 ± 31.4, 279 ± 14, and 271 ± 8.3 in groups 1, 2, and 3, respectively. In addition, no significant change was observed in the lesion mean depth from 7 days of cariogenic challenge on. In conclusion, OCT was shown to be an efficient and non-invasive method to detect the depths of lesions caused by demineralization. Further, a seven-day demineralization time was considered sufficient for caries-affected dentin to be obtained.