Table 4.

List of retrieved articles along with the equipment used, methodology, sample size, and brief description of their results

	Author	Test Group	Control group	Equipment used	Dental procedures involved	Results	Key findings
1	Murbay et al. [18]	Sixteen 2nd year students	Sixteen 2nd year students	Moog Simodont	Tooth preparation	The percentage of satisfactory domains was significantly higher in group 1, compared to group 2, both in the manual evaluation (83.9% (94/112) and 59.8% (67/112) in groups 1 and 2, respectively) and in the digital evaluation (85.7% (96/112) and 55.4% (62/112) in groups 1 and 2, respectively) (P < .05)	The use of VR significantly improved the satisfactory performance of students. The virtual reality simulator may be a valuable adjunct in the undergraduate direct restoration course and for student remedial
2	Dwisaptarini et al. [19]	Sixteen 6th-year students	Sixteen 6th-year students	Two omni haptic devices (sensAble Inc., Woburn, MA, USA)	Caries removal	The equivalence test for proportional differences (two 1-sided t-tests) with a 0.2 margin confirmed that the participants in both groups had identical post-training performance scores (95% CI = 0.92, 1; p = 0.00)	Training on the micro-CT multi-layered caries model with the visuo-tactile virtual reality simulator and conventional extracted tooth had equivalent effects on improving the performance of minimally invasive caries removal
3	Pulijala et al. [20]	51 freshmen postgraduate students	44 freshmen postgraduate students	Oculus Rift and Leap Motion	Le Fort I osteotomy	Comparing the relative improvement in the confidence levels, the participants of the study group showed significantly higher self-confidence scores than those in the control group (F = 4.63, p = 0.034)	Immersive Virtual Reality experiences improve the knowledge and self-confidence of the surgical residents
4	Tubelo et al. [21]	Two groups of 9 and 15 students	Two groups of 9 students	Not mentioned	Cementation	The theoretical posttest showed a significant difference between the longitudinal groups, GLC (6.0 ± 1.15) and GLVLO (7.33 ± 1.43). The lower film thickness presented with a significant difference in the VLO groups: (GIC 25 ± 9.3) and GIVLO (16.24 ± 5.17); GLC (50 ± 27.08) and GLVLO (22.5 ± 9.65). The higher setting time occurred in the VLO groups, and the immediate group showed a significant difference (GIC 896 ± 218.90) and GIVLO (1138.5 ± 177.95)	The groups that used the virtual learning object (VLO) had superior clinical handling skills to controls and greater retention of knowledge after 15 days. The use of VLO in Dentistry could enhance continual educational programs increasing the quality of health assistance
5	Koo et al. [22]	17 dental students	17 dental students	Haptic device and IDEA software	Cavity preparation	Improvement of overall tooth preparation scores post-haptic use was not statistically significant compared to controls (P > 0.05). However, students found the game feature of the haptic device made the learning experience more fun and interesting	The haptic exercises with the manual dexterity module software were not superior in improving the dexterity of students for tooth cavity preparations in the short term. The benefits of ease of use and fun learning experience can be further investigated in future studies
6	Hirono Kikuchi et al. [23]	Thirteen 5th year students	Thirteen 5th year students	DentSim	Crown preparation	The total scores of students in the DSF and DS groups were significantly higher than those in the NDS group (P < 0.05), 69 and 60 vs. 10	The results of this study suggested that the use of the VRS system improved student training for PFM crown preparation
7	Riki Gottlieb et al. [24]	12 faculty members to assess 97 first-year students	12 faculty members to assess 97 first-year students	DentSim	Theoretical and practical education	Faculty perceptions of VRS students' abilities were higher than those of non-VRS students for most abilities examined. However, the faculty members' expectations of VRS training were higher than their perceptions of the student's abilities after VRS training for most abilities examined (P < 0.05)	Ergonomic development and technical performance were positively impacted by virtual reality simulation (VRS) training. These results support the use of VRS in a preclinical dental curriculum
8	Casap et al. [25]	20 senior students	20 senior students	Navigation system (Denex image-guided implantology [IGI]; DenX advanced dental systems; Moshav ora)	Implant placement	The execution of all assignments was significantly faster in the freehand group than in the navigation group (60.75 vs. 77.25 min, P = .02)	Despite the improved performance of the navigation system, the added value of training in dental implantation surgery with virtual reality navigation was minimal
9	Suebnukarn et al. [26]	Sixteen 4th year students	Sixteen 4th year students	Haptic (SensAble Inc., Woburn, MA, USA) VR simulator & micro-CT tooth models	Access cavity preparation	Post-training performance had improved compared with pre-training performance in error scores in both groups (P < 0.05). However, the error score reduction between the haptic VR simulator and the conventional training group was not significantly different (P > 0.05). The VR simulator group decreased significantly (P < 0.05) the amount of hard tissue volume lost during the post-training exercise. Task completion time was not significantly different (P > 0.05) in both groups. The total score of post-training error scores between haptic virtual reality (VR) training and phantom head training groups were 3.78 ± 1.10 and 3.98 ± 1.41 respectively	Training on the haptic VR simulator and conventional phantom head had equivalent effects on minimizing procedural errors in endodontic access cavity preparation. The results suggested great promise of haptic VR and micro-CT tooth models as a tool for endodontic access cavity preparation training
10	Buchanan et al. [27]	First study: 8 first-year students Second study: 14 first-year students	First study: 8 first-year students Second study: 14 first-year students	DentSim	Cavity preparation	The scores of practical examinations in the control and experimental groups were 79.3 and 72 respectively and were significant (P < 0.05)	The study concludes that VR technology offers significant potential in the field of dental education and that further use and investigation are both desired and justified
11	Al-Saud et al. [28]	Sixty-three with no previous dental training	-	Simodont haptic dental simulator	Manual dexterity exercises from the Courseware package	The overall composite error scores were significantly different amongst the Groups [F (2, 60) = 5.63, P = 0.006, g2 p = 0.158]. There were no significant differences amongst groups in the total time taken to perform the task (drill time) during all training exercises, [F (2.52, 151) = 1.078, P = 0.4, g2 p =  0.018]. However, significant main differences amongst the groups in the task completion percentage (i.e. how much of the target zone was removed) were found, [F (3.6, 109) = 7.06, P = 0.001, g2 p = 0.19]. Post hoc analysis revealed that the DFB group had significantly higher TC scores than other groups in the first (P = 0.001) and the fourth (P = 0.004) training exercises	The study conclusions indicate that the acquisition and retention of basic dental motor skills in novice trainees is best optimized through a combination of instructor and visual display (VR)–driven feedback
12	Liebermann et al. [14]	82 First-semester preclinical students	82 First-semester preclinical students	Oculus Quest 2 All-In-One (Menlo Park, CA, USA; RAM (Random-access memory) memory: 6 GB; Internal storage capacity: 64 GB)	Teeth morphology training (assessed by 2 theoretical tests)	By differentiating the two student groups (use of VR glasses for anterior/posterior teeth) within the dental experience group, significantly better test results (p = 0.040) were shown for group 1 in the total posterior teeth test score. Furthermore, no other significant differences, but a possible tendency, in the test results and thus no effect of the use of the VR glasses on both VR groups could be analyzed (p ≥ 0.051)	1. Additional learning of tooth morphology in the VR tooth learning environment did not improve anterior or posterior teeth recognition test outcomes. 2. Anterior teeth test scores were significantly better than posterior teeth test scores in teeth recognition and tooth characteristics. 3. In test group 2, students with dental professional experience performed better on the test, with statistically significant disparities
13	Zhang et al. [29]	30 (2*15) Second- and third-year undergraduate students pursuing Stomatology at Lanzhou University. (Groups J and V)	30 (2*15) Second and third-year undergraduate students pursuing Stomatology at Lanzhou University. (Groups V-J and J-V)	UniDental	periodontal theoretical and operational skills (scaling process)	The findings showed no significant difference in the first theoretical outcomes between the four groups (P > 0.05). The scores of the second theoretical assessment were significantly improved for the V-J and J-V groups (60.00 ± 4.47, 58.33 ± 4.35) compared with the scores of the first theoretical exam (49.67 ± 4.81, 48.00 ± 4.93, P < 0.05). The operation process scores of students in Group V-J and J-V (72.00 ± 5.92; 70.00 ± 3.05) were significantly higher compared with the scores in the other two groups (V: 61.67 ± 7.85; J: 60.67 ± 2.58). The scaling process performance of students in Group V-J and J-V (53.00 ± 3.05; 63.40 ± 4.39) was improved compared with that of students in the other two groups (V: 41.90 ± 5.23; J: 47.40 ± 4.31)	Combining VR and a jaw model during periodontal preclinical training can enhance the students' grades and significantly improve professional skills. To maximize learning in basic periodontal education, the jaw model should be used before VR. This work provides a foundation for future periodontal preclinical training strategies
14	SiahMansoory et al. [13]	25 6th-year students	25 6th-year students	VR headset, EKEN 4 K UHD 60	Neutral zone, Teeth arrangement	The majority of students (76%) were highly satisfied with the use of VR technology in their learning process. The mean score of students was significantly higher in the VR group (16.92 ± 1.12) than in the lecture group (16.14 ± 1.18)	VR technology is useful and effective in the teaching–learning process. Therefore, its use in medical and dental schools can play an effective role in creating a dynamic, attractive, and successful learning environment