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

摘要： 目的    比较第一人称视角教学视频与第三人称视角教学视频在口腔修复工艺学前期实习教学中的应用效果，为优化前期实习教学提供参考。方法    研究于2023年11月至2025年7月在北京大学口腔医学院进行。选取北京大学口腔医学专业四年级本科生共168名，按照现班级将所有学生分为A组（46名）、B组（36名）、C组（48名）、D组（38名）。A组学生采用第三人称视角教学视频、B组学生采用第一人称视角教学视频，进行可摘局部义齿制作工艺的教学；C组学生采用第三人称视角教学视频、D组学生采用第一人称视角教学视频，进行固定修复制作工艺的教学。采用调查问卷的形式分别对不同视角可摘局部义齿和固定修复制作工艺教学视频的教学效果进行评价。结果    对于可摘局部义齿制作工艺教学视频，除“观看视频时的真实感”“视频视觉角度对理解视频内容的有益程度”外，A组和B组学生对“视频视觉角度的舒适度”“视频形式的吸引力”“视频对于学习效率的提升度”“视频对于实习操作的帮助”“观看视频时的专注度”“观看视频时的互动感”“观看视频时的沉浸感”的满意程度分布情况比较，差异均有统计学意义（均P < 0.05）。对于固定修复制作工艺教学视频，除“视频视觉角度的舒适度”“视频对于学习效率的提升度”“视频视觉角度对理解视频内容的有益程度”外，C组和D组学生对“视频形式的吸引力”“视频对于实习操作的帮助”“观看视频时的专注度”“观看视频时的互动感”“观看视频时的沉浸感”“观看视频时的真实感”的满意程度分布情况比较，差异均有统计学意义（均P < 0.05）。结论    第一人称视角教学视频与第三人称视角教学视频相比，在提升学生观看体验、满足课堂需求、提高教学效果等方面优势明显；其通过提供更生动、更具视觉吸引力的教学视频，为口腔修复工艺学前期实习教学提供了更有效、更丰富的教学手段，并可让观看者充分代入视频中操作者的视角及手法，通过更加沉浸式的参与感获得更加直观和深刻的学习体验，弥补第三人称视角视频较为薄弱的功能。

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