Effects of mobile augmented reality learning compared to textbook learning on medical students: randomized controlled pilot study.
Effects of mobile augmented reality learning compared to textbook learning on medical students: randomized controlled pilot study.
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与教科书学习对医学生相比，移动增强现实学习的影响：随机对照试验研究。
DOI：
10.2196/jmir.2497
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发表时间：
2013-08-20
影响因子：
7.4
通讯作者：
von Jan U
中科院分区：
文献类型：
--
作者：
Albrecht UV;Folta-Schoofs K;Behrends M;von Jan U
通过增加新的体验水平，移动的增强现实（mAR）可以显著增加医学教育中移动的学习应用的吸引力。为了比较的影响，提高现实主义的自主开发的mAR混合学习环境（mARble）对学习者的教科书材料，特别是道德敏感的主题，如法医学，同时考虑到基本的心理方面（可用性和更高水平的情感参与）以及学习成果（提高学习效率）。一项预研究是基于10个三年级医学生的便利样本进行的。最初的情绪状态被捕获使用的“情绪状态的配置文件”问卷（POMS，德国的变化），以前的法医学知识，确定使用10项单项选择（SC）测试。在30分钟的学习期间，学生被随机分为两组：第一组由成对的学生组成，每人配备一部预装mARble的iPhone，而第二组则提供教科书材料。随后，两组被要求再次完成POMS问卷和SC测试，以测量情绪状态和知识获得的变化。可用性以及务实和享乐品质的学习材料被捕获使用AttrakDiff 2问卷。数据评估是匿名进行的。在干预前后计算总分和各亚组的描述性统计量。使用配对和非配对符号秩检验对两组的分数进行了相互检验。对SC测试进行项目分析，以客观化难度和选择性。具有统计学意义的是，mARble组（6/10）显示出比对照组（4/10）更大的知识增益（Wilcoxon z=2.232，P=.03）。SC测试的项目分析显示难度P=0.768（s=0.09），选择性RPB=0.2。对于mARble，当比较测试前后时，疲劳（z=2.214，P= 0.03）和麻木（z=2.07，P= 0.04）降低，具有统计学意义。活力略有上升，而烦躁感并没有明显增加。对照组的变化不明显。关于享乐质量（识别、刺激、吸引力），mARble（平均值1.179，CI-0.440至0.440）和书章节（平均值-0.982，CI-0.959至0.959）之间存在显著差异;实用质量平均值仅略有不同。mARble组在学习效率方面表现得更好;有一些提示可以激活mAR概念的组件，这些组件可能会吸引参与者，并可能提高课堂剩余部分对该主题的兴趣。虽然小样本量降低了我们研究的结论性，但其设计似乎适合于确定互动式电子学习材料对情绪，学习效率以及使用较大群体的享乐和务实品质的影响。德国临床试验注册中心（DRKS），DRKS-ID：DRKS 00004685; https://drks-neu.uniklinik-freiburg.de/drks_web/navigate.do? navigationId=trial.HTML&TRIAL_ID= DRKS 00004685.
By adding new levels of experience, mobile Augmented Reality (mAR) can significantly increase the attractiveness of mobile learning applications in medical education. To compare the impact of the heightened realism of a self-developed mAR blended learning environment (mARble) on learners to textbook material, especially for ethically sensitive subjects such as forensic medicine, while taking into account basic psychological aspects (usability and higher level of emotional involvement) as well as learning outcomes (increased learning efficiency). A prestudy was conducted based on a convenience sample of 10 third-year medical students. The initial emotional status was captured using the “Profile of Mood States” questionnaire (POMS, German variation); previous knowledge about forensic medicine was determined using a 10-item single-choice (SC) test. During the 30-minute learning period, the students were randomized into two groups: the first group consisted of pairs of students, each equipped with one iPhone with a preinstalled copy of mARble, while the second group was provided with textbook material. Subsequently, both groups were asked to once again complete the POMS questionnaire and SC test to measure changes in emotional state and knowledge gain. Usability as well as pragmatic and hedonic qualities of the learning material was captured using AttrakDiff2 questionnaires. Data evaluation was conducted anonymously. Descriptive statistics for the score in total and the subgroups were calculated before and after the intervention. The scores of both groups were tested against each other using paired and unpaired signed-rank tests. An item analysis was performed for the SC test to objectify difficulty and selectivity. Statistically significant, the mARble group (6/10) showed greater knowledge gain than the control group (4/10) (Wilcoxon z=2.232, P=.03). The item analysis of the SC test showed a difficulty of P=0.768 (s=0.09) and a selectivity of RPB=0.2. For mARble, fatigue (z=2.214, P=.03) and numbness (z=2.07, P=.04) decreased with statistical significance when comparing pre- and post-tests. Vigor rose slightly, while irritability did not increase significantly. Changes in the control group were insignificant. Regarding hedonic quality (identification, stimulation, attractiveness), there were significant differences between mARble (mean 1.179, CI −0.440 to 0.440) and the book chapter (mean −0.982, CI −0.959 to 0.959); the pragmatic quality mean only differed slightly. The mARble group performed considerably better regarding learning efficiency; there are hints for activating components of the mAR concept that may serve to fascinate the participants and possibly boost interest in the topic for the remainder of the class. While the small sample size reduces our study’s conclusiveness, its design seems appropriate for determining the effects of interactive eLearning material with respect to emotions, learning efficiency, and hedonic and pragmatic qualities using a larger group. German Clinical Trial Register (DRKS), DRKS-ID: DRKS00004685; https://drks-neu.uniklinik-freiburg.de/drks_web/navigate.do?navigationId=trial.HTML&TRIAL_ID=DRKS00004685.
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影响因子：
1.8
作者：
Crumlish, C M
通讯作者：
Crumlish, C M
影响因子：
3.6
作者：
Dolbeault, S.;Cayrou, S.;Dickes, P.
通讯作者：
Dickes, P.
影响因子：
2.6
作者：
Cramer, JA;Hammer, AE;Kustra, RP
通讯作者：
Kustra, RP
影响因子：
1.7
作者：
von Jan, U.;Noll, C.;Albrecht, U. -V.
通讯作者：
Albrecht, U. -V.
DOI：
10.1055/s-2004-834727
发表时间：
2005-07-01
影响因子：
0.9
作者：
Albani, C;Blaser, G;Grulke, N
通讯作者：
Grulke, N