The effects of augmented reality-supported instruction in tertiary-level medical education
The effects of augmented reality-supported instruction in tertiary-level medical education
复制标题
增强现实支持的教学在高等教育医学教育中的效果
DOI：
10.1111/bjet.13167
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
R. Macredie
中科院分区：
文献类型：
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作者：
Athanasios Christopoulos;Nikolaos Pellas;Justyna Kurczaba;R. Macredie
大量文献记录了增强现实（AR）在教育中的潜力，但对AR支持的教学在高等医学教育（ME）中的影响知之甚少。这项准实验研究比较了传统的教学方法与使用数字讲义笔记的补充在线讲座材料与对照组（n= 30）以及教育AR应用程序与实验组（n= 30），以调查任何可能的附加值并衡量每种方法对学生的学习成绩和培训满意度的影响。本研究结果显示，两组学生在学业表现及训练满意度上有相当大的差异。实验组的参与者表现明显优于他们的同行，这一结果也反映在他们通过互动和观看3D多媒体内容的培训满意度水平上。这项研究的贡献在于提供了关于如何将AR支持的干预整合到ME中的指导方针，并提供了经验证据，证明这种方法可以对学生的学习成绩和知识获取产生好处。从业者注意到关于这个主题已经知道的一些研究已经应用了各种增强现实（AR）在不同的学习学科中应用。AR对学生在高等教育环境中的感知和成就的影响是有据可查的。尽管在医学教育（ME）中越来越多地使用AR教学，目前还没有明确关注AR对学生学习成绩和满意度的影响。本文补充的是，这项准实验研究比较了实验组（AR）和控制组学生的学习成绩和培训满意度（讲义注释）。这项研究提供了指导性的见解，和建议，可以帮助学生在AR支持的ME课程中取得更好的学业成绩。实验组报告的培训满意度高于他们的对实践和政策的启示遵循AR支持的教学的学生比对照组的学生取得了更好的学习成绩。AR支持的干预措施鼓励主动学习并导致显着的成绩改善。实验组在学习成绩和培训满意度测量方面优于对照组，尽管低实验组的测试前成绩较低
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.Practitioner notesWhat is already known about this topicSeveral studies have applied various Augmented Reality (AR) applications across different learning disciplines.The effects of AR on students' perceptions and achievements in higher education contexts is well‐documented.Despite the increasing use of AR‐instruction in Medical Education (ME), there has been no explicit focus on AR's effects on students' academic performance and satisfaction.What this paper addsThis quasi‐experimental study compares the academic performance and training satisfaction of students in an experimental group (AR) and a control group (handout notes).This study provides instructional insights into, and recommendations that may help students achieve better academic performance in AR‐supported ME courses.The experimental group reported greater training satisfaction than their counterparts.Implications for practice and policyStudents who followed the AR‐supported instruction achieved better academic performance that those in the control group.AR‐supported interventions encourage active learning and lead to significant performance improvement.The experimental group outperformed the control group in academic performance and training satisfaction measurements, despite the lower experimental group's lower pre‐test performance scores.