Dental Students’ Evaluation of Digital Versus Conventional Axiography Following a Structured Educational Course: A Prospective Educational Study

AIM: The aim of this study was to compare dental students' subjective user experience of digital versus conventional axiography following structured teaching interventions, using the User Experience Questionnaire (UEQ). METHODS: A total of 47 dental students (26.37 ± 3.81 years; 33 female) participated in a standardized seminar consisting of theoretical instruction and hands-on training in digital axiography using the ZEBRIS system. After completion of the course, the students evaluated both methods using the validated German version of the UEQ, covering six user experience scales. Internal consistency was assessed using Cronbach's alpha, as well as Guttman's lambda-2. Differences between digital and conventional axiography were analyzed using Wilcoxon matched-pairs signed-rank tests. RESULTS: Digital axiography received higher mean UEQ scores across all scales, with particularly positive ratings in the hedonic dimensions of Stimulation and Novelty. These differences were statistically significant (p < 0.001). Pragmatic dimensions (Perspicuity, Efficiency, and Dependability) showed no significant differences between the two methods. CONCLUSION: Digital axiography was perceived more positively by dental students than conventional axiography regarding the hedonic user experience. While both methods demonstrated comparable pragmatic qualities, the digital workflow offered added motivational value. These findings support the integration of digital axiography as an additional component alongside conventional techniques in dental education to enhance not only the learning experience but also preparedness for contemporary clinical practice.