KR20220160385A - Augmented and virtual reality simulator for the practice of tooth carving by stage - Google Patents

Abstract

An embodiment of the present invention relates to an augmented reality and virtual reality type simulator for the practice of tooth carving. In some examples, embodiments of the present invention provide the augmented reality and virtual reality type simulator for the practice of tooth carving, which comprises the steps of: creating a plurality of tooth shape carving to be used as objects of an augmented reality and a virtual reality with a plurality of step-by-step 3D modeling storyboards; programming a user interface of a mobile application so that a 3D modeling object can be displayed on a screen of a mobile device of a learner to implement the augmented reality; generating a recognizable image marker to display step-by-step tooth shape carving as a 3D object on the screen of the mobile device; generating the application of the mobile device so that the learner can use augmented reality-based tooth shape carving practice content; and recognizing the image marker by the mobile device, calculating the relative position of the image marker and the mobile device, generating a 3D model of tooth shape carving which fits the shape of the image marker, projecting the 3D model of a virtual tooth shape carving at the position of the image marker, and allowing the learner to check the 3D model of the tooth shape carving through the screen of the mobile device when the learner operates the augmented reality content of the mobile device with the image marker open, and then focuses a camera of the mobile device on the image marker. In some examples, the tooth carving practice content according to an embodiment of the present invention utilizes augmented reality and virtual reality technology to allow the learner to practice step-by-step tooth carving in a tutorial format with increased realism and immersion.

Description

Augmented and virtual reality simulator for the practice of tooth carving by stage}

An embodiment of the present invention relates to an augmented and virtual reality type step-by-step tooth sculpting practice simulator.

Recently, research is being conducted to develop simulation equipment capable of self-learning without temporal and spatial limitations using computer technology. In particular, among simulation equipment, using augmented reality (AR) and virtual reality (VR), which have increased accessibility through mobile devices, has high utilization value in the field of education. Augmented reality is a immersive media that expands the senses and perceptions of learners by merging virtual digital content with the basic real world. As a result, interest in augmented reality is increasing. In addition, virtual reality technology is a technology that helps users expand and share their five senses as experiences in a three-dimensional virtual space created by computer simulation, and indirectly experience situations that cannot be directly experienced in reality due to physical and spatial constraints. means No research has been reported yet on augmented or virtual reality for step-by-step tooth sculpting practice.

The above-described information disclosed in the background art of the present invention is only for improving the understanding of the background of the present invention, and thus may include information that does not constitute prior art.

The problem to be solved according to the embodiment of the present invention is augmented reality and virtual reality implemented in augmented reality and virtual reality in a step-by-step tutorial method to learn tooth form and sculpting method by linking the existing theory learning process in the introductory tooth morphology sculpture process. It is to provide a virtual reality step-by-step tooth sculpting practice simulator.

The simulation method according to the augmented and virtual reality step-by-step tooth sculpting practice simulator according to an embodiment of the present invention is a step-by-step three-dimensional modeling storyboard creation module that creates a plurality of tooth shape pieces to be used as augmented reality and virtual reality objects. Creating step-by-step 3D modeling storyboards; Programming a user interface of a mobile application by a mobile application user interface programming module to display a 3D modeling object on a screen of a learner's mobile device for augmented reality implementation; generating a recognizable image marker to display step-by-step tooth shape pieces as a 3D object on a screen of a mobile device by an image marker generation module; Generating an application of a mobile device by a mobile device application generation module so that the learner can use augmented reality-based tooth shape sculpture practice content; And by the tooth form sculpting 3D model confirmation module, when the learner operates the augmented reality content of the mobile device in a state in which the image marker is spread out, and then focuses the camera of the mobile device on the image marker, the mobile device recognizes the image marker and produces an image By calculating the relative position of the marker and the mobile device, creating a 3D model of the tooth-shaped piece that fits the shape of the image marker, and projecting the 3D model of the virtual tooth-shaped piece to the location of the image marker, the learner can A step of allowing a 3D model of the tooth shape piece to be confirmed through a screen may be included.

The programming step may be performed using the unity engine.

In the step of creating image markers, all sculpting steps of one tooth shape are linked to one image marker, or image markers are created for each step of each tooth shape so that image markers are linked for each step of sculpt modeling on one tooth. can be made

In the step of checking the 3D model of the piece in the form of a tooth, the learner can check the 3D model of the piece in the form of a tooth in a direction desired by the learner when the learner rotates the image marker or changes the position of the camera of the mobile device.

The step of creating a 3D modeling storyboard step-by-step with a plurality of tooth shape pieces to be used as augmented reality and virtual reality objects may further include generating virtual reality content so that learners can simulate wearing a virtual reality device. have.

While wearing the virtual reality device, the learner selects the desired step to learn the corresponding piece model, and when the learner extends his/her hand toward the desired direction of the model at the desired step, the learner manipulates the controller to hold the virtual model and learn the corresponding face. Using the controller, hold the model with the hand of the virtual reality and bring it close to the learner to observe the enlarged model, and when the learner releases the button on the controller, the model of the virtual reality is also released and returns to the initial position of the model. have.

By arranging the forward and backward arrows at the bottom of the virtual reality screen, interact with the hand in virtual reality to move to the previous and next steps in the tooth carving tutorial. It can be produced with a close-up motion.

The embodiment of the present invention is augmented and virtual reality-type step-by-step tooth sculpture implemented in augmented reality and virtual reality in a step-by-step tutorial method to learn tooth form and sculpting method by linking the existing theory learning process in the introductory tooth morphology sculpture process. A hands-on simulator can be provided. In some examples, tooth carving practice content according to an embodiment of the present invention utilizes augmented reality/virtual reality technology to allow learners to practice step-by-step tooth carving in a tutorial format with increased realism and immersion. By using these practice contents, learners can overcome the limitations of the existing two-dimensional learning method and self-directed repetitive learning that determines the progress of the tutorial on their own.

1 is a story model for creating a 3D tooth modeling of the invention.
2 is a 3D tooth modeling of the invention.
3 is an augmented reality image marker of the invention.
Figure 4 is an intro screen of the augmented reality application of the invention.
Figure 5 is a schematic diagram of a tooth piece method using the augmented reality application of the invention.
6 is a scene of practice using augmented reality as an embodiment of the invention.
7 is a schematic diagram of developing the virtual reality content of the invention.
8 is a 3D tooth model of virtual reality of the invention.
Figure 9 is a tooth model that is enlarged and observed in the virtual reality of the invention.
10 is a scene using virtual reality content as an embodiment of the invention.

The embodiments of the present invention are provided to more completely explain the present invention to those skilled in the art, and the following examples may be modified in many different forms, and the scope of the present invention is as follows It is not limited to the examples. Rather, these embodiments are provided so that this disclosure will be thorough and complete, and will fully convey the spirit of the invention to those skilled in the art.

Terms used in this specification are used to describe specific embodiments and are not intended to limit the present invention. As used herein, the singular form may include the plural form unless the context clearly indicates otherwise. Also, when used herein, “comprise, include” and/or “comprising, including” refers to a referenced form, number, step, operation, member, element, and/or group thereof. presence, but does not preclude the presence or addition of one or more other shapes, numbers, operations, elements, elements and/or groups.

In addition, modules, simulators, and/or other related devices or components according to the present invention may be implemented using any suitable hardware, firmware (eg, application specific semiconductors), software, or any suitable combination of software, firmware, and hardware. have. For example, various components of a module, simulator and/or other related device or part according to the present invention may be formed on one integrated circuit chip or on separate integrated circuit chips. Further, the various components of the simulator may be implemented on a flexible printed circuit film, and may be formed on a tape carrier package, a printed circuit board, or the same substrate as the simulator. In addition, various components of a module or simulator may be processes or threads running on one or more processors in one or more computing devices, which execute computer program instructions to perform various functions mentioned below and It can interact with other components. Computer program instructions are stored in memory that can be executed in a computing device using standard memory devices, such as, for example, random access memory. Computer program instructions may also be stored on other non-transitory computer readable media, such as, for example, a CD-ROM, flash drive, or the like. In addition, those skilled in the art related to the present invention will understand that the functions of various computing devices can be combined with each other, integrated into one computing device, or the functions of a particular computing device can be incorporated into one or more other computing devices without departing from the exemplary embodiments of the present invention. It should be recognized that it can be dispersed in the field.

In some examples, a module, simulator or simulator system according to the present invention may be a central processing unit, a mass storage device such as a hard disk or solid state disk, a volatile memory device, an input device such as a keyboard or mouse, an output device such as a monitor or a printer. A typical commercial computer consisting of AP (Application Processor), BP (Baseband Processor), RF transmission/reception chip, antenna, touch screen display, camera, speaker, microphone, battery, power management chip, DRAM, flash memory, etc. It can be operated in a device (eg, a smartphone) and a Head Mounted Display (HMD).

Hereinafter, preferred embodiments of the present invention will be described in detail with reference to the accompanying drawings.

A simulation method using an augmented and/or virtual reality tooth sculpting practice simulator or simulation system according to an embodiment of the present invention includes the steps of creating a story board; programming phase; generating image markers; Application creation step; and verifying the 3D model.

In the stage of storyboard creation, a step-by-step 3D modeling story of 5 pieces of tooth shape to be used as augmented/virtual reality objects (e.g., maxillary right central incisor, maxillary right canine, maxillary right molar, mandibular right premolar, and mandibular right molar) can be written on the board. In some examples, a three-dimensional modeling object can be created using 3D Studio Max and the Zbrush 3D package (see FIG. 1).

In some examples, a story board may consist of approximately 16 steps from an initial block to a completed step. In some instances, a guide for proportions and sculpting may be provided using isometric lines on the tooth surface at an early stage. In some examples, in steps 1 to 4, the mesial and distal surfaces are trimmed after marking the bisector on the tooth piece, and in steps 5 to 8, bisectors are displayed on the labial and lingual surfaces, and then modeled so that the user can observe. can In some examples, steps 9 to 14 may form a rhombus by giving the characteristics of the previously carved root, circle, labrum, and snow face. In some examples, steps 15 and 16 may complete the shape of the tooth while forming the recessed portion on each side.

These steps may be implemented by a step-by-step 3D modeling storyboard creation module.

In the programming stage, it can be programmed as a user interface of a mobile application using the unity engine so that a 3D modeling object can be output to the screen of a learner's mobile device for the implementation of augmented reality (AR) (FIG. 2 Reference).

These steps may be implemented by a mobile application user interface programming module.

In the image marker generation step, a recognizable image marker may be created to display the tooth-shaped 3D object of the corresponding step on the screen in the mobile device (see FIG. 3 ). In some examples, the augmented reality image marker can be interlocked so that the 3D modeling of the corresponding step can appear on the screen of the mobile device when the image marker is illuminated after production using Photoshop.

In some examples, the shape of the image marker is produced in two ways, and all sculpting steps of one tooth shape are linked to one marker, or in another form, markers are produced for each step for each tooth shape to produce multiple steps on one tooth. Image markers can be produced in conjunction with each piece modeling.

In some examples, each image marker of a total of 16 modeling may be generated in steps 1 to 16 of the tooth model. In some examples, the order of producing markers is to install the Vuforia SDK Download for Unity after joining http://developer.vuforia.com, which is an augmented reality marker production software, and import the Unity dedicated SDK to the Unity project file to license manager through Vuforia. After downloading the license from , you can create a license key. In Target Manager, after saving the image target for each modeling step using Photoshop, the image target is produced as a single image type and after confirming the high recognition rate of 5 stars, Unity Edit version (open source: https://unity -landing.vuforia.com/#imagetarget, Qualcomm, USA) to create and save image markers.

This step may be implemented by an image marker generation module.

In the application creation step, an Android-based application according to the present invention can be created through Unity so that learners can use augmented reality-based tooth shape sculpture practice content (see FIG. 4).

In some examples, it is possible to copy a license key from Unity, import the image markers created step by step into the tooth model, link them with the 3D model, and determine the location and size of the 3D model implemented in the image markers. In some examples, an Android application may be created through Unity after checking the linkage between the image markers of steps 1 to 16 of the tooth model and the tooth model.

These steps may be implemented by a mobile device application creation module.

In the 3D model confirmation step, the learner first unfolds the registered image marker, activates the augmented reality content of the present invention developed on the learner's Android-based mobile device, and then focuses the mobile device camera on the image marker with the shape of the tooth. After recognizing the image marker, calculating the relative position of the image marker and the mobile device, generating a tooth shape 3D model that fits the shape of the image marker, and then projecting a virtual tooth model to the corresponding position of the image marker. In some examples, the learner can check the 3D model of the corresponding tooth through the screen of the mobile device (see FIG. 5).

In some examples, the 3D model can be viewed in a direction desired by the user by rotating the image marker or changing the location of the camera of the mobile device (see FIG. 6 ).

In some examples, the learner may unfold the registered image marker, activate the developed content on the learner's Android-powered mobile device, and then focus the mobile device's camera on the tooth-shaped marker. When the camera of the mobile device recognizes the image marker, the relative position of the marker and the mobile device is calculated, a 3D model of the upper right central incisor is created according to the shape of the marker, and then a virtual tooth model is projected on the corresponding position of the marker. can The learner can see the 3D model of the teeth through the screen of the mobile device. By rotating the image marker or changing the camera position of the mobile device, the user can view the 3D model in the desired direction.

This step may be implemented by a tooth shape piece 3D model confirmation module.

In this way, 3D tooth modeling can be produced so that the result can be observed in three dimensions according to the sculpting steps. The learner prepares an image marker, a tooth carving block, and a mobile device capable of driving the app, then selects the image marker at the level the learner wants to engrave and runs the app to perform tooth carving while observing the 3D model implemented on the image marker. can When the tooth piece is completed, it can be configured to proceed to the next step or to press the refresh button so that the marker can be recognized again when recognition fails. 3D modeling of teeth can provide learners to see different sides reflecting step-by-step procedures even when they are rotated in a desired direction for the learner's observation convenience. In order to reduce direction confusion due to the specificity of the tooth direction, four surfaces (eg labial, lingual, mesial, and distal surfaces) of the tooth may be color-coded. In some examples, a contact point between a bulge area that should not be removed and an adjacent tooth during tooth carving may be marked with a red dot so that red dots appear until step 15 excluding the final step 16 so that attention may be paid to the carving.

In some instances, image markers for each model prior to Vuforia target registration can be created using Photoshop. Numbers can be inserted into markers to easily find the desired step among 16 steps, and the recognition rate of image markers can be increased by applying different background patterns for all markers. The wax pieces can be deleted for each tooth sculpting step, or the steps can be organized around the starting point that needs to be expressed by taking advantage of the morphological characteristics of the corresponding area.

In some examples, the mobile content for the tooth piece may be designed to be used with a fixed horizontal screen for the stability of the mount and the ease of directional rotation.

The 3D model shown on the screen of the mobile device in FIG. 6 is the 13th step, the last step of the maxillary right central incisor. When the mobile content is operated, the camera is driven and displayed on the screen of the mobile device without a separate button operation. When an image marker of a stage to be learned is recognized by a camera, a tooth model of the corresponding stage may be automatically displayed. The learner can rotate the camera or image marker in the desired direction, check the content screen in real time, and proceed with the sculpting process using the wax piece. Through this, the learner can check the error part step by step by comparing the directly carved tooth model with the model on the mobile content.

In this way, the embodiment of the present invention can provide step-by-step tooth shape sculpting practice content of a 3D tutorial method based on augmented reality technology. By linking the theory of tooth shape with the process of performing tooth sculpting, learners can practice tooth shape sculpting using content regardless of time and place during the dental morphology sculpting process.

In some examples, the learner selects an image marker at a stage in which he/she wants to sculpt the upper right central incisor, operates the developed content through a mobile device, and then projects the image marker to the camera so that 3D modeling of tooth shape sculpting step-by-step appears on the screen of the device, leading to the tutorial. According to this, it is possible to effectively practice maxillary right central incisor carving.

According to an embodiment of the present invention, when using the AR-based tooth piece content step by step from the learner's side, it is possible to check the shape in an intermediate process step and intuitively recognize the contents of the corrected part. In particular, it is easy to approach effective educational goals by reducing the difference in sculpting skill ability according to individual differences because it is possible to immediately correct and supplement where a sculpting mistake has occurred step by step according to the tutorial process.

In some examples, when the AR learner sculpts a tooth shape, the camera may recognize the wax block the learner is sculpting and provide real-time feedback data. In addition, in some examples, it is also possible to perform a large-scale comparison and verification of tooth shape sculpting ability and satisfaction by using the content according to the embodiment of the present invention for learners. AR-based tooth sculpting practice contents can be linked to convergence creative activities for teeth by increasing their usability as a tool to strengthen learners' learning capabilities.

On the other hand, in the past, there has been a technique for expressing the outer shape of a tooth shape completed in the form of a tape measure on a sculpture model on a mobile phone screen, but as described in the present invention, this involves dividing the order of pieces into, for example, 16 steps and presenting the pieces step by step. It is different from the method of providing a tutorial-style step-by-step guide. In addition, in the present invention, unlike the prior art, a block indicating an engraving direction or being engraved and falling off may be shown. In addition, unlike the prior art, the present invention provides a step-by-step carving process for tooth carving using image markers, so it is possible to guide a part requiring additional carving by moving the camera in the direction of tooth carving desired by the learner or moving the image marker. . Due to this, the present invention enables learners to practice self-directedly, unlike the prior art, and allows learners to provide feedback in real time.

On the other hand, in the embodiment of the present invention, in the step of creating a 3D modeling story board for a plurality of tooth-shaped pieces to be used as augmented reality and virtual reality objects, the learner uses a virtual reality device (eg, HMD: Head mounted display) It may further include generating virtual reality content so that it can be simulated by wearing (see FIG. 7).

In order to implement 3D modeling data, 3D modeling may be visualized using a unity engine.

In some examples, the present invention may use HTC Vive Pro (HTC Vive Pro, HTC, Taiwan, ROC) operated through Steam VR based on Microsoft Windows as a VR device. The HTC Vive Pro's headset moves the user into 3D space with a spatial sensor, and the controller that can be held in the hand tracks the user's motion and allows the user's hand to interact with space and objects in virtual reality. It has excellent feel and accommodates a wide tracking area.

In some examples, a story board may be created for the creation of a tooth (eg, maxillary right first molar) model. Prior to manufacturing a tooth model step by step, using the parametric modeling method SOLIDWORKS (2019, SolidWorks Corporation, USA), as shown in FIG. 1, the steps can be divided into preliminary models and detailed implementation based on this. The final tooth can be manufactured in a total of 16 steps, from the initial square box block to the finished look.

In some examples, step 1 may delete the mesial, distal, buccal, and lingual surfaces to create a parallelogram block to express the shape of the occlusal surface of the tooth. Step 2 presents a sculpting guide by drawing schematic diagrams and isometric lines on the mesial and distal surfaces, and from steps 3 to 5, the buccal and lingual surfaces can be trimmed along the isometric lines marked on the tooth surface. In step 6, schematic diagrams and isometric lines are marked on the buccal and lingual surfaces, and in steps 7 to 10, the mesial and distal surfaces are refined, and the four cusps of the occlusal surface (mesio-lingual cusps, mesio-buccal cusps, distal buccal cusps, distal lingual cusps) ) can be seen in size. Step 11 can form occlusal spheres, ridges, and ridges. Step 12 can trim the alveolar line of the buccal and lingual surfaces. Through steps 13 to 16, the shape of the tooth (upper right first molar) can be completed while checking the shape of the maximum bulge, occlusal surface and sphere.

In some examples, the virtual reality system for dental morphology education and practice according to an embodiment of the present invention can be designed so that a learner can wear and simulate a VR device (see FIG. 10).

In FIG. 7 , the system architecture step may be a process of creating tooth (upper right first molar) 3D modeling data, importing it into a 3D engine, and then visualizing it through a virtual reality realization system. Unity 3D engine (Unity Technologies, San Francisco, CA, USA) can be used to develop VR-based contents. Objects of the 16th stage of the maxillary right molar can be modeled using 3D Studio Max (2019, Autodesk, USA) and then subjected to a texture mapping process with the Zbrush 3D package (2019, Pixologic, USA) on the object to obtain realism.

You can download and install the SteamVR Plug-in from the Unity Asset Store to implement virtual reality with Vive pro in Unity. After installation, if you import it to the project and move the [CameraRig] Prefab to the Hierarchy tab, a scene can be added. As an interaction system, it is possible to set a model that can be controlled in virtual reality and a structure such as hand position, motion, and movement. The data created in virtual reality by the above method can be directly controlled by the learner with the controller of the HMD.

In the user experience stage, the learner can directly experience the maxillary right first molar through virtual reality by wearing the HMD. The learner can learn the model by selecting the step he or she wants to learn, and if he or she stretches the controller forward in the desired direction of the step model to learn, the learner can hold the model in the direction they want to turn using their hands in virtual reality and learn that side. . In addition, by pressing the controller button and holding the model using the hand of virtual reality, bringing it close to the learner and observing the enlarged model, the shape of the upper right molar can be accurately recognized. When the learner has finished learning the model, if he or she releases the button on the controller that was being held down, the virtual reality hand also releases the model that was holding it, and returns to the position of the first model. This is a structure that automatically resets the model in the corresponding stage when the button on the controller is released without the need to manipulate the model separately. By arranging arrows at the bottom of the virtual reality screen, it is designed to move to the previous or next step by interacting with the virtual reality hand.

8 is a screen viewed by the learner through the HMD, and may be displayed step by step for carving the upper right first molar. The maxillary right first molar has a three-dimensional structure consisting of five surfaces (e.g., buccal, lingual, mesial, distal, and occlusal surfaces) and must be carved with the characteristics of each surface, so in the early stage to reduce confusion in direction ( Steps 1-9), each face can be assigned a different color. The 16-step composition of the maxillary right molar starts with step 1, which is a square box model, and follows diagrams drawn on the mesial and distal surfaces to engrave around the buccal and lingual convexities. 6 to 10 steps to sculpt the mesiodistal and distal surfaces into a flattened parallelogram model by sculpting the mesial and distal surfaces around the mesiodistal contact area. cusps), the 11th step of sculpting using the features of the buccal, seol, mesial, and distal surfaces, the 12th to 14th steps to express the alveolar cervical and ridges of the distal face, and the characteristics of the bulges, spheres, cusps, and ridges of each face are all displayed. Step 15 and the last step, step 16, may be the completed maxillary right first molar model.

The upper right first molar tooth, which is the result of virtual reality content, has complex morphological features on the occlusal surface, and the learner can learn the shape of the occlusal surface as shown in FIG. 9 using the 15-step sculpting. The occlusal surface of the maxillary right molar consists of 4 cusps (proximal buccal cusp, distal buccal cusp, mesial lingual cusp, distal lingual cusp) and three triangular ridges (proximal buccal trigonometry, mesial lingual trigonometry, distal buccal trigonometry). A parallelogram can be identified. Compared to the lingual cusps, the buccal cusps are sharp and sharp, and among the four cusps, the mesial lingual cusps are the largest and the distal lingual cusps are the least developed. may appear in sequence. The only characteristic of the maxillary right first molar, the ridge ridge formed by the oblique meeting of the triangular ridge of the mesial lingual cusp and the triangular ridge of the distal buccal cusp, can be confirmed. The three spheres consist of the central sphere, the lingual sphere, and the buccal sphere, which consist of the distal sphere and the mesial sphere, and the fovea, which is a depression made by the sphere, forms the fovea, the distal fossa, and the mesial fossa. In the mesio-buccal fossa, the mesio-buccal triangle extending buccally and the mesial-lingual trigonometry extending lingually appear, and in the distal fossa, the distal buccal trigonometry extending buccally appears. The fovea, the mesial fossa, and the distal fossa can be made deeper than the fovea, the mesial fossa, and the distal fossa.

In this way, the learner can directly experience the tooth shape sculpting step through virtual reality by wearing the HMD. The learner can select the desired step to learn the corresponding sculptural model, and when the model at the desired step is reached in the desired direction (eg, mesial, distal, buccal, and sulcular), the learner manipulates the controller to create a virtual model. It was possible to hold the model and learn the corresponding side. In addition, the learner can accurately recognize the shape of the model by holding the model with the virtual reality hand using the controller and bringing it close to the learner to observe the enlarged model (see FIG. 9).

When the learner releases the button on the controller, the model in virtual reality is also released, returning to the position of the first model. By placing forward and backward arrows at the bottom of the virtual reality screen, it is designed to move to the previous and next steps of the tooth sculpting tutorial by interacting with the hand in virtual reality (see Fig. 10).

The control buttons are made with a simple motion of holding the step-by-step button and tooth model and turning it in the desired direction or bringing it closer to reduce learners' confusion.

In this way, the present invention provides a tutorial carving mode of a tooth without using a haptic device. For example, guides are presented for each sculpting step, from a square box model to the finished shape of a tooth. That is, the present invention is a learning tool through an interactive mode between an instructor and a learner by presenting morphological characteristics of teeth. However, the prior art is for the educational purpose of sculpting teeth to learn the tooth form of the present invention as an education of cutting teeth, such as making a hole in a completed tooth form using a haptic device on a completed tooth form. The effect is different.

The effect of the augmented reality and virtual reality (AR, VR) above is that it enables the shape of a tooth with a complex structure to be learned through AR/VR and sculpted in stages. Learners can overcome the limitations of flat images of text through AR/VR of dental models. If the learner uses AR/VR-based step-by-step tutorial tooth shape carving content, if he proceeds to the next step after unfinished carving in the middle process, the learner can recognize and correct the error part through the tutorial. Regardless of the sculpting ability, it is possible to reduce the error of the wax sculpting result that expresses the characteristics of the tooth sculpt well. In addition, the morphological structure in which several complex structures are overlapped, the degree of swelling that can be visually seen, the degree of depression, and repetitive learning without time and space limitations are suitable learning modules to increase the educational effect. In addition, self-directed repetitive learning is possible as the learner decides the speed and stage of tooth carving practice by himself. Through this, it is possible to escape from time and space constraints and increase the possibility of learning, and it is possible to improve dental clinician's clinical practice skills for tooth morphological sculpture.

What has been described above is only one embodiment for implementing the augmented and virtual reality tooth carving practice simulator according to the present invention, and the present invention is not limited to the above-described embodiments, as claimed in the following claims. Anyone with ordinary knowledge in the field to which the present invention pertains without departing from the gist of the present invention will say that the technical spirit of the present invention exists to the extent that various changes can be made.

Claims (7)

Creating a plurality of tooth shape pieces to be used as objects of augmented reality and virtual reality as a multi-step 3-dimensional modeling story board;
Programming a user interface of a mobile application so that a 3D modeling object can be displayed on a screen of a learner's mobile device to implement augmented reality;
Generating a recognizable image marker to display step-by-step tooth shape pieces as a 3D object on a screen of a mobile device;
Creating an application of a mobile device so that the learner can use augmented reality-based tooth shape sculpture practice content; and
When the learner operates the augmented reality content of the mobile device while the image marker is open, and then focuses the camera of the mobile device on the image marker, the mobile device recognizes the image marker, calculates the relative position of the image marker and the mobile device, and calculates the image marker Creates a 3D model of a tooth-shaped piece that fits the shape of the tooth, and projects the 3D model of the virtual tooth-shaped piece to the position of the image marker, so that the learner checks the 3D model of the tooth-shaped piece through the screen of the mobile device Augmented and virtual reality tooth sculpting practice simulation method comprising the step of doing so. According to claim 1,
The programming step is an augmented and virtual reality tooth sculpting practice simulation method performed using the unity engine. According to claim 1,
In the step of creating image markers, all sculpting steps of one tooth shape are linked to one image marker, or image markers are created for each step of each tooth shape so that image markers are linked to one tooth for each step of sculpt modeling. , Augmented and virtual reality tooth sculpting practice simulation method. According to claim 1,
The step of checking the 3D model of the tooth-shaped sculpture is augmented and virtual reality, which allows the learner to check the 3D model of the tooth-shaped sculpture in the desired direction when the learner rotates the image marker or changes the camera position of the mobile device. A simulation method for dental sculpting practice. According to claim 1,
The step of creating a plurality of tooth shape pieces to be used as objects of augmented reality and virtual reality as a step-by-step 3D modeling storyboard further includes generating virtual reality content so that the learner can simulate by wearing a virtual reality device, Augmented and virtual reality tooth sculpting practice simulation method. According to claim 5,
While wearing the virtual reality device, the learner selects the desired step to learn the corresponding piece model, and when the learner extends his/her hand toward the desired direction of the model at the desired step, the learner manipulates the controller to hold the virtual model and learn the corresponding face. Using the controller, hold the model with the hand of the virtual reality and bring it close to the learner to observe the enlarged model, and when the learner releases the button on the controller, the virtual reality model is also released and returns to the position of the first model. , Augmented and virtual reality tooth sculpting practice simulation method. According to claim 6,
By arranging the forward and backward arrows at the bottom of the virtual reality screen, interact with the hand in virtual reality to move to the previous and next steps in the tooth carving tutorial. A simulation method for augmented and virtual reality tooth sculpting practice, produced by a close-up motion.

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