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Enabling Training in Orthodontics Through Mobile Augmented Reality: A Novel Perspective

Enabling Training in Orthodontics Through Mobile Augmented Reality: A Novel Perspective

Gururajaprasad Kaggal Lakshmana Rao, Yulita Hanum P. Iskandar, Norehan Mokhtar
Copyright: © 2020 |Pages: 36
ISBN13: 9781799800040|ISBN10: 1799800040|ISBN13 Softcover: 9781799800057|EISBN13: 9781799800064
DOI: 10.4018/978-1-7998-0004-0.ch003
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MLA

Rao, Gururajaprasad Kaggal Lakshmana, et al. "Enabling Training in Orthodontics Through Mobile Augmented Reality: A Novel Perspective." Teaching, Learning, and Leading With Computer Simulations, edited by Yufeng Qian, IGI Global, 2020, pp. 68-103. https://doi.org/10.4018/978-1-7998-0004-0.ch003

APA

Rao, G. K., Iskandar, Y. H., & Mokhtar, N. (2020). Enabling Training in Orthodontics Through Mobile Augmented Reality: A Novel Perspective. In Y. Qian (Ed.), Teaching, Learning, and Leading With Computer Simulations (pp. 68-103). IGI Global. https://doi.org/10.4018/978-1-7998-0004-0.ch003

Chicago

Rao, Gururajaprasad Kaggal Lakshmana, Yulita Hanum P. Iskandar, and Norehan Mokhtar. "Enabling Training in Orthodontics Through Mobile Augmented Reality: A Novel Perspective." In Teaching, Learning, and Leading With Computer Simulations, edited by Yufeng Qian, 68-103. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-0004-0.ch003

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Abstract

Orthodontic education, which currently emphasizes a didactic and apprenticeship approach, is facing numerous pedagogical challenges that affect knowledge delivery and instruction. This chapter discusses the challenges and limiting factors that affect orthodontic training and proposes the use of mobile augmented reality (MAR) to create a platform for effective learning, visualization, deliberate practice, effective feedback, and a personalized learning environment. MAR, with its visually enriched clinical simulations and ubiquitous learning, can effectively reduce cognitive dissonance and improve overall retention and skill gain by students. However, MAR has its limitations, as the technology is still new and limited evidence is available to back up the claims of knowledge and skill gain in the health professional's education. This chapter also provides future directions for exploring and enabling MAR so that it can become an efficient tool for learning and instruction across all faculties of education.

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