Providing high-quality surgical training is a central challenge in dental education. Traditional hands-on practice of dental implant placement using plastic or cadaveric models is single-use and limited in availability. Virtual reality (VR) simulations offer a sustainable alternative, but evidence regarding their effectiveness for dental implantology training remains sparse. Research across disciplines has shown that VR may facilitate learning by boosting intrinsic motivation. At the same time, VR may increase extraneous cognitive load, which can hinder learning and counteract the motivational benefit. The aim of this study is to investigate which individual characteristics allow learners to benefit from high intrinsic motivation without experiencing increased extraneous cognitive load in VR training.


Dental implant placement was practiced either in a VR simulation or using actual surgical equipment and plastic models. Implant placement performance on a plastic model and knowledge retention were assessed as learning outcomes. Immersive tendency and prior VR experience were examined as moderators of VR learning effectiveness.


We will present results on how immersive tendency and VR experience moderate the effectiveness of VR versus traditional learning, with particular attention to intrinsic motivation and extraneous cognitive load as explanatory mechanisms.


By investigating learner characteristics alongside intrinsic motivation and cognitive load, this study contributes to the understanding of VR learning mechanisms and introduces a novel psychological perspective into the dental education literature. Knowing who benefits most from VR learning, and why, may help dental clinics tailor pre-clinical training to each learner's needs and characteristics, thereby maximizing learning effectiveness and optimizing educational resource use.