The Effects of Augmented Reality-Supported Instruction in Tertiary-Level Medical Education
Saved in:
| Title: | The Effects of Augmented Reality-Supported Instruction in Tertiary-Level Medical Education |
|---|---|
| Language: | English |
| Authors: | Christopoulos, Athanasios (ORCID |
| Source: | British Journal of Educational Technology. Mar 2022 53(2):307-325. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Medical Education, Simulated Environment, Teaching Methods, Instructional Effectiveness, Academic Achievement, Student Satisfaction, Computer Simulation, Guidelines |
| DOI: | 10.1111/bjet.13167 |
| ISSN: | 0007-1013 |
| Abstract: | A significant body of the literature has documented the potential of Augmented Reality (AR) in education, but little is known about the effects of AR-supported instruction in tertiary-level Medical Education (ME). This quasi-experimental study compares a traditional instructional approach with supplementary online lecture materials using digital handout notes with a control group (n = 30) and an educational AR application with an experimental group (n = 30) to investigate any possible added-value and gauge the impact of each approach on students' academic performance and training satisfaction. This study's findings indicate considerable differences in both academic performance and training satisfaction between the two groups. The participants in the experimental group performed significantly better than their counterparts, an outcome which is also reflected in their level of training satisfaction through interacting and viewing 3D multimedia content. This study contributes by providing guidelines on how an AR-supported intervention can be integrated into ME and provides empirical evidence on the benefits that such an approach can have on students' academic performance and knowledge acquisition. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1326766 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | A significant body of the literature has documented the potential of Augmented Reality (AR) in education, but little is known about the effects of AR-supported instruction in tertiary-level Medical Education (ME). This quasi-experimental study compares a traditional instructional approach with supplementary online lecture materials using digital handout notes with a control group (n = 30) and an educational AR application with an experimental group (n = 30) to investigate any possible added-value and gauge the impact of each approach on students' academic performance and training satisfaction. This study's findings indicate considerable differences in both academic performance and training satisfaction between the two groups. The participants in the experimental group performed significantly better than their counterparts, an outcome which is also reflected in their level of training satisfaction through interacting and viewing 3D multimedia content. This study contributes by providing guidelines on how an AR-supported intervention can be integrated into ME and provides empirical evidence on the benefits that such an approach can have on students' academic performance and knowledge acquisition. |
|---|---|
| ISSN: | 0007-1013 |
| DOI: | 10.1111/bjet.13167 |
