Developing an Interactive Computer Program for Integrated Dental Education

Objectives: The knowledge of anatomy is an integral part of dental and medical education that builds the foundations of pathology, physiology, and other related disciplines. Traditional three-dimensional (3D) models used to teach anatomy cannot represent dynamic physiological processes and lack structural detail in the oral regions relevant for dental education. We developed an interactive computer program to teach oral anatomy, pathology, and microbiology in an integrated manner to improve students’ learning experiences.Methods: The computer program, Jawnatomy, was developed as a 3D human head. Cognitive load theory guided the design of the tool, with the goal of reducing the heavy cognitive load of learning anatomy and integrating this knowledge with pathology and microbiology. Keller’s attention, relevance, confidence, and satisfaction (ARCS) model of motivational design was used while creating the tool to improve learners’ motivation and engagement. Blender was used to create the graphics, and Unity 3D was used to incorporate interactivity in the program. The 3D renderings of oral anatomy and progression of tooth decay were created with the input of content experts.Results: Jawnatomy will be launched in our institution’s dentistry and dental hygiene program to support project- and team-based learning. This program will also be introduced to students as a self-directed learning tool to help them practice and strengthen their anatomical knowledge at their own pace.Conclusions: Surveys and focus groups will be conducted to evaluate and further improve the computer program. We believe that Jawnatomy will become an invaluable teaching tool for dental education.

Feedback shapes snap judgments: Toward a dynamic model of making social judgments

In two studies, we undermined participants' confidence in snap judgments regarding others' morality based on facial photos by using an interactive computer program in which No, Low, or High Accuracy feedback was given. Study 1 demonstrated that in comparison to a No Feedback condition, Low Accuracy feedback led to increased time spent in generating further snap judgments and undermined beliefs regarding the reliability of one's social judgments. Study 2 replicated the findings of Study 1 and further showed that such an increase in time spent on generating subsequent snap judgments is evident primarily among participants whose preliminary snap judgments were long, as measured at baseline. Undermined confidence in snap judgments increased reluctance to make snap judgments about new targets' morality, but had no impact on willingness to make snap judgments about these new targets' other characteristics that were unrelated to morality. These findings demonstrate that making snap judgments is a dynamic process that is continuously shaped by external feedback.