Augmented Reality Internet Labs versus its Traditional and Virtual Equivalence

Odeh, Salaheddin; Shanab, Shatha Abu; Anabtawi, Mahasen

doi:10.3991/ijet.v10i3.4354

Cited by 17 publications

(8 citation statements)

References 13 publications

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“…This approach can allow for cost effective disease management and health promotion and is well established in other chronic disease populations such as heart disease and diabetes [ 19 , 20 , 21 , 22 , 23 ]. Specific to cancer survivors, eHealth technology presents opportunities to increase access to cancer rehabilitation in a virtual setting [ 24 ] and has shown promise in increasing physical activity [ 25 , 26 ] and reducing specific psychosocial and physical symptoms [ 27 , 28 , 29 , 30 , 31 , 32 ]. In one recent study, Cheville and colleagues [ 33 ] assessed the effect of a telerehabilitation intervention (including remote monitoring of symptoms and an individualized physical conditioning program) on function in patients with advanced cancer and found that the intervention improved function and pain, and decreased hospital length of stay and the requirement for post-acute care.…”

Section: Introductionmentioning

confidence: 99%

CaRE @ Home: Pilot Study of an Online Multidimensional Cancer Rehabilitation and Exercise Program for Cancer Survivors

MacDonald

Chafranskaia

Lopez

et al. 2020

JCM

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Background: Although facility-based cancer rehabilitation and exercise programs exist, patients are often unable to attend due to distance, cost, and other competing obligations. There is a need for scalable remote interventions that can reach and serve a larger population. Methods: We conducted a mixed methods pilot study to assess the feasibility, acceptability and impact of CaRE@Home: an 8-week online multidimensional cancer rehabilitation and exercise program. Feasibility and acceptability data were captured by attendance and adherence metrics and through qualitative interviews. Preliminary estimates of the effects of CaRE@Home on patient-reported and physically measured outcomes were calculated. Results: A total of n = 35 participated in the study. Recruitment (64%), retention (83%), and adherence (80%) rates, along with qualitative findings, support the feasibility of the CaRE@Home intervention. Acceptability was also high, and participants provided useful feedback for program improvements. Disability (WHODAS 2.0) scores significantly decreased from baseline (T1) to immediately post-intervention (T2) and three months post-intervention (T3) (p = 0.03 and p = 0.008). Physical activity (GSLTPAQ) levels significantly increased for both Total LSI (p = 0.007 and p = 0.0002) and moderate to strenuous LSI (p = 0.003 and p = 0.002) from baseline to T2 and T3. Work productivity (iPCQ) increased from T1 to T3 (p = 0.026). There was a significant increase in six minute walk distance from baseline to T2 and T3 (p < 0.001 and p = 0.010) and in grip strength from baseline to T2 and T3 (p = 0.003 and p < 0.001). Conclusions: Results indicate that the CaRE@Home program is a feasible and acceptable cancer rehabilitation program that may help cancer survivors regain functional ability and decrease disability. In order to confirm these findings, a controlled trial is required.

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Section: Introductionmentioning

confidence: 99%

CaRE @ Home: Pilot Study of an Online Multidimensional Cancer Rehabilitation and Exercise Program for Cancer Survivors

MacDonald

Chafranskaia

Lopez

et al. 2020

JCM

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“…For many students, face-to-face interactions in science laboratories was more engaging because there was interpersonal interaction. While De la Torre et al (2013) established that students showed an increased level of engagement working collaboratively in virtual and remote labs, a later study by Odeh et al (2015) found that on the contrary, teamwork was better built in traditional labs than in virtual and AR labs. The fact that there is lack of physical contact with the experiment potentially reduces the lack of realism (Andujar, Mejias & Marquez, 2011) and might explain students' lack of enthusiasm observed by Wynn (2013).…”

Section: D)mentioning

confidence: 99%

Leveraging technology to enhance STEM Education Amidst the Covid-19 pandemic: An overview of pertinent concerns

Amunga

2021

TSSJ

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Although technology in its various forms had already permeated peoples’ lives, the closure of educational institutions worldwide due to the outbreak of the Covid-19 pandemic thrust education sectors in many countries into fraught experimentation with online learning. Many educators had to adopt pedagogical practices that were in tandem with online instruction. The pandemic had a silver lining as it opened doors to new ideas and technologies that could be leveraged to enhance STEM education. This paper adopts the desk top research approach to establish the technologies that were leverageable for STEM education during the ongoing pandemic, and to determine pertinent concerns about moving STEM education online. The study found that most institutions leveraged basic synchronous and asynchronous technologies for STEM education during the pandemic. The study also established that a few institutions were embracing sophisticated technology like Virtual Reality and Augmented Reality in enhancing STEM education. There were also institutions already training VR and VR experts to meet anticipated STEM education manpower needs. It was established that while the use of technology enhanced STEM education during the Covid-19 pandemic, it raised concerns about access, equity, quality and student engagement. To address these concerns, the study recommends that governments should invest in the provision of power in rural settings and subsidize the cost of hardware for students. For equity considerations, the disadvantaged should be prioritized in the provision of technology enablers for online STEM education and measures that safeguard them should be inbuilt in the online transition plans. Finally, where possible remote labs should be established but this is not possible, students should be allowed to take series of scheduled physical lab sessions in turns and rules of social distancing enforced. Countries should look to superior technologies for online STEM education so that any similar future occurrences do not stall practical STEM education sessions.

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“…It should be indicated that it has been incorporated into different university disciplines: engineering and architecture (Odeh, Shanab, & Anabtawi, 2015), mathematicsgeometry (Coimbra, Cardoso, & Mateus, 2015), languages (T. C. Hsu, 2017), biology (Fracchia, Alonso, & Martins, 2015), geography (Tsai, Liu, & Yau, 2013), medicine (Barroso & Cabero-Almenara, 2016), education sciences (Garay et al, 2017;Martínez & Fernández, 2018), or engineering (Ibáñez & Delgado-Kloos, 2018).…”

Section: Augmented Reality Applied To University Educationmentioning

confidence: 99%

Difficulties in the Incorporation of Augmented Reality in University Education: Visions from the Experts

et al. 2019

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“Augmented reality” (AR) is presented as technology that harmonizes, in real time and with user collaboration, digital information with physical information through different technological supports. Such are AR possibilities, that when it is incorporated into teaching, students show high satisfaction rates and positive attitudes for its use, but at the same time, a series of limitations and obstacles can be noticed. As an attempt to investigate the technical, curricular and organizational difficulties of AR incorporation in training contexts, an instrument “AR obstacle questionnaire” (CORA) was designed, which in turn was administered to a total of 264 subject experts for validation through the Delphi method, subsequently applying the “K coefficient” (K = ½ Kc (knowledge coefficient) + Ka (argumentation coefficient)), selecting those experts who obtained a ≥ 0,8 score in the coefficient. Among the results obtained in the study we manage to point out the main obstacles involving AR implementation into university education: the lack of teacher training and improvement, the few educational experiences found, lack of conceptual foundation, limited educational research and lack of institutional support.

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Augmented Reality Internet Labs versus its Traditional and Virtual Equivalence

Cited by 17 publications

References 13 publications

CaRE @ Home: Pilot Study of an Online Multidimensional Cancer Rehabilitation and Exercise Program for Cancer Survivors

CaRE @ Home: Pilot Study of an Online Multidimensional Cancer Rehabilitation and Exercise Program for Cancer Survivors

Leveraging technology to enhance STEM Education Amidst the Covid-19 pandemic: An overview of pertinent concerns

Difficulties in the Incorporation of Augmented Reality in University Education: Visions from the Experts

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