Immersive technologies, including mixed reality (MR), are attracting growing attention in dental education as a tool for creating interactive and engaging learning environments. However, questions remain about possible side effects associated with such devices — visual disturbances, nausea and dizziness. A recent pilot study conducted at the University of Zurich revealed how well dental students tolerate MR-based learning and how they respond to this format.
Mixed reality combines virtual content with the physical environment, allowing users to interact with digital objects in real-world conditions. In an educational context, it creates realistic learning scenarios that support experiential learning and potentially improve understanding, engagement, and the development of practical skills. Dental education relies heavily on understanding three-dimensional structures and their relationships, making MR particularly promising for this field.
Professor Murali Srinivasan, the lead researcher and director of the clinic for geriatric dentistry and special dental care at the University of Zurich, noted: “We wanted to explore how students perceive MR as a more interactive way to work with 3D content, while simultaneously evaluating the actual student experience, including comfort and engagement, before considering broader implementation of such technology.”
The study involved 20 dental students who completed a 30-minute lecture on masticatory efficiency in MR format. Cybersickness phenomena were assessed before and after the session using specialized questionnaires, and students subsequently completed additional questionnaires about presence in the virtual environment, motivation, and task performance quality.
The lecture was well tolerated: the only symptoms that significantly increased were eye fatigue and eye strain. Nausea, dizziness, and disorientation did not change substantially, and no gender differences in symptoms were identified. Students reported a high level of immersion and engagement in the MR environment, while experiencing a weak sense of the presence of other people and interaction with them during the session. According to the researchers, this points to a focus of the experience on individual interaction with the virtual environment rather than on social connectedness.
Participants also reported high levels of interest, satisfaction, and sense of competence, while experiencing low levels of stress and tension. These results confirm the potential of MR as an effective learning tool, although they require further analysis in the context of actual clinical training.
The researchers emphasized that good tolerance does not exclude the need for careful consideration of physical strain when using MR. Practical considerations include session duration, equipment ergonomics, and measures to limit visual fatigue. Furthermore, cybersickness can be reduced by adjusting system parameters to minimize sensory conflict.
Prof. Srinivasan concluded: “I see MR as a supplementary educational tool, not a replacement for traditional learning or clinical training. Its advantage may be particularly significant in areas where spatial understanding and interactive visualization are important.”
The next task, according to the researchers, is to determine whether the positive experience translates into measurable improvements in knowledge acquisition and clinical skills. Technology should be adopted because it adds educational value, not merely because it is new. This suggests the need for further research with a longer observation period and evaluation of the long-term impact of MR-based learning on the development of professional competencies in dental students.
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