Dental morphology is a core component of dental education, aiming to help students systematically understand tooth anatomical morphology and its three-dimensional structural characteristics1,2. Tooth carving practice, as an important part of dental morphology teaching, not only reflects students’ mastery of tooth anatomy but also trains their manual dexterity and operative skills3,4. It provides an essential foundation for clinical practice, particularly in prosthodontic treatment2,5.
Traditional tooth carving training is usually conducted under the guidance of instructors, in which students carve the anatomical morphology of anterior and posterior teeth using wax or soap blocks3,5. However, the imbalance between the number of instructors and students makes it difficult for teachers to provide sufficient individualized guidance within a limited teaching period4,5. In addition, students often experience considerable cognitive difficulties when transforming two-dimensional images into three-dimensional forms, which may reduce both learning efficiency and teaching effectiveness2,5,6.
In recent years, with the rapid development of digital technologies, three-dimensional printing, augmented reality, virtual reality, and other digital approaches have gradually been applied in medical anatomy education and dental laboratory teaching6,7,8,9. These technologies overcome the limitations of traditional two-dimensional atlases, physical model observation, and teacher demonstration in spatial presentation, providing students with a more intuitive, dynamic, and three-dimensional learning experience5,6,9.
Augmented reality is a visualization technology that superimposes computer-generated virtual information onto the real environment in real time, thereby achieving virtual-real fusion and human–computer interaction. By supplementing three-dimensional data and spatial information in real-world scenarios, AR can expand the observer’s perception of complex spatial structures10,11. This feature makes AR particularly suitable for practical teaching scenarios that require spatial understanding and hand–eye coordination. At present, AR technology has been preliminarily applied in anatomy education and has received positive feedback11,12,13. Beyond educational settings, AR has also been translated into clinical dentistry. For example, Macrì et al. reported the use of AR-assisted surgical exposure of an impacted tooth, demonstrating that AR-based spatial registration and real-time virtual-real overlay can be applied in oral surgical navigation14. This clinical application provides additional support for the introduction of AR-guided spatial visualization into dental morphology training.
In this protocol, AR technology was used to assist tooth-carving training by providing students with a continuous, intuitive three-dimensional visual reference during practice, which may serve as a supplement to conventional instructor guidance. For this purpose, an AR-assisted tooth-carving system was jointly developed and primarily consists of AR software, a high-definition camera, a wax-block carrier base, and four separately fabricated three-dimensional object-tracking markers. The markers were assembled onto the carrier base, which holds the wax block in a predefined position. During operation, the system captures images of the physical working area through the camera. After a three-dimensional object marker on the base is recognized, the virtual tooth model is superimposed in real time onto the corresponding position on the wax block in the display interface, thereby providing students with a visual reference for carving.
Based on this system, a single-sample validation was performed. A student who had completed the dental anatomy course completed the tooth-carving procedure under the guidance of the proposed AR-assisted protocol. The carved tooth was then scanned and processed as a three-dimensional model, and an objective morphological deviation analysis was conducted by comparing it with the standard tooth model. The preliminary single-sample results suggested the feasibility of using the AR-ATCS as an auxiliary tool for dental morphology training.