Difficulty‐Based Three‐Dimensional Animation in Oral Histology and Embryology Education: An Explorative Study 

PURPOSE: To investigate the impact of three-dimensional (3D) animation teaching on student learning performance, specifically addressing the critical challenging points in oral histology and embryology. METHODS: Two hundred and seven undergraduate dental students participated in this study and were divided into a control group and an experimental group. All students attended traditional lectures and completed a preliminary questionnaire. Subsequently, the experimental group was given time to watch a 3D animation developed by researchers, focusing on key concepts, whereas the control group engaged in self-directed learning. Quizzes and satisfaction surveys were then administered to assess participants' comprehension of the key concepts and their attitudes towards the use of the 3D animations. RESULT: The initial questionnaire revealed that enamel formation was identified as the most challenging topic. After studying the animation, the average quiz correctness improved significantly to 53.5% ± 29.88%, compared to the control group (p = 0.016). The assessment grades of the experimental group increased significantly, with total scores rising from 2.00 (1.00, 3.00) to 7.00 (5.00, 8.00) (p = 0.000). 50.5% of students viewed the animation 2-3 times in its entirety. Most students preferred watching the animation on mobile phones in dormitories, often during traditional lectures or post-study periods. Feedback from a five-point Likert scale demonstrated that students largely agreed that 3D animations effectively enhance their understanding of key concepts. CONCLUSION: This study demonstrates that the animation of key points offers students a more intuitive and personalised learning experience, thereby enhancing their understanding and interest in the concepts and processes of oral histology and embryology.