DOI: 10.7126/cumudj.1962197 ISSN: 1302-5805

A Constructive Alignment-Based Evaluation of Virtual Reality Haptic Simulation and Performance-Based Assessment in Preclinical Restorative Dentistry Education

Sema Yazıcı Akbıyık, Sinem Coşkun
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Objectives: This study aimed to evaluate the integration of virtual reality (VR)-based haptic simulation into a competency-based preclinical restorative dentistry curriculum using a constructive alignment framework.Materials and Methods: This observational educational study included 28 second-year dental students enrolled in a preclinical restorative dentistry course during the 2024–2025 academic year. VR-supported haptic simulation activities were integrated into cavity preparation training. Simulator-generated objective metrics, including accuracy, outside volume, target progress, surgery time, and drilling time, were analyzed together with rubric-based practical scores, theoretical examination scores, and year-end grades. Blueprint analysis and Bloom’s revised taxonomy were used to evaluate alignment between learning outcomes and assessment methods. Spearman correlation and exploratory ROC analyses were performed.Results: Blueprint analysis demonstrated broad alignment between intended learning outcomes, VR-supported teaching activities, and assessment methods. Bloom’s revised taxonomy analysis showed that the examination included multiple cognitive domains, predominantly understanding and analysis. Constructive alignment analysis indicated consistency among learning outcomes, VR-supported simulation activities, and rubric-based assessments. No statistically significant correlations were observed between VR simulator-generated metrics and educational outcome measures (p > 0.05). Exploratory ROC analysis demonstrated limited discriminative ability of VR accuracy scores for identifying higher practical performers (AUC = 0.58).Conclusions: VR-supported haptic simulation can be integrated into competency-based preclinical restorative dentistry education within a constructive alignment framework. Although simulator-generated metrics were not significantly associated with educational outcomes, VR-supported simulation demonstrated educational applicability as part of a structured performance-based assessment model.

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