关键词: 口腔修复工艺学, 第一人称视角, 第三人称视角, 教学视频

Abstract: Objective    To compare the application effects of first-person and third-person perspective teaching videos in the pre-clinical internship teaching of prosthodontic technology，and to provide a reference for improving the pre-clinical internship teaching. Methods    The study was conducted at Peking University School of Stomatology from November 2023 to July 2025. A total of 168 fourth-year undergraduate students majoring in stomatology at Peking University were selected and divided into four groups according to their current classes：Group A（46 students），Group B（36 students），Group C（48 students），and Group D（38 students）. Students in Group A were taught the removable partial denture fabrication process using third-person perspective teaching videos，while those in Group B were taught using first-person perspective teaching videos. Students in Group C were taught the fixed denture fabrication process using third-person perspective teaching videos，and those in Group D were taught using first-person perspective teaching videos. Questionnaires were used to evaluate the teaching effects of the teaching videos with different perspectives for the fabrication technologies of removable partial dentures and fixed dentures，respectively. Results    For the teaching videos on the fabrication technology of removable partial dentures，except for "the sense of reality when watching the video" and "the degree of benefit of the video's perspectives for understanding the video content"，the distribution of satisfaction levels between Group A and Group B showed statistically significant differences（all P < 0.05）regarding "the comfort level of the video's perspective"，"the attractiveness of the video format"，"the degree of improvement of the video on learning efficiency"，"the help of the video for operation"，"the concentration level when watching the video"，"the sense of interaction when watching the video"，and "the sense of immersion when watching the video". For the teaching videos on the fabrication technology of fixed dentures，except for "the comfort level of the video's perspective "，"the degree of improvement of the video on learning efficiency"，and "the degree of benefit of the video's perspective for understanding the video content"，the distribution of satisfaction levels between Group C and Group D showed statistically significant differences（all P < 0.05）regarding "the attractiveness of the video format"，"the help of the video for operation"，"the concentration level when watching the video"，"the sense of interaction when watching the video"，"the sense of immersion when watching the video"，and "the sense of reality when watching the video". Conclusion    Compared with third-person perspective teaching videos，first-person perspective teaching videos have obvious advantages in enhancing students' viewing experience，meeting classroom needs，and improving teaching effects. By providing more vivid and attractive teaching videos，first-person perspective teaching videos offer more effective and diverse teaching methods for the pre-clinical internship teaching of prosthetic technology. Moreover，first-person perspective teaching videos enable students to fully immerse themselves in the perspective and method of the operator in the video，gain a more intuitive and profound learning experience through a stronger sense of immersive participation，and make up for the relatively insufficient functions of third-person perspective videos.

Key words: prosthodontics technology, first-person perspective, third-person perspective, teaching video