Handbook of Augmented Reality

doi:10.1007/978-1-4614-0064-6

Cited by 212 publications

(26 citation statements)

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“…Thomas, John & Delieu (2010), provided a brief overview of AR for use in e-health within medicine, and specifically highlighted issues of user-centered development. Ong et al (2011) presented the use of AR in assistive technology and rehabilitation engineering, focusing on the methods and application aspects. Of the studies include in these reviews, only two focused on medical or healthcare education.…”

Section: Introductionmentioning

confidence: 99%

Augmented reality in healthcare education: an integrative review

Zhu

Hadadgar

Masiello

et al. 2014

PeerJ

232

126

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Background. The effective development of healthcare competencies poses great educational challenges. A possible approach to provide learning opportunities is the use of augmented reality (AR) where virtual learning experiences can be embedded in a real physical context. The aim of this study was to provide a comprehensive overview of the current state of the art in terms of user acceptance, the AR applications developed and the effect of AR on the development of competencies in healthcare.Methods. We conducted an integrative review. Integrative reviews are the broadest type of research review methods allowing for the inclusion of various research designs to more fully understand a phenomenon of concern. Our review included multi-disciplinary research publications in English reported until 2012.Results. 2529 research papers were found from ERIC, CINAHL, Medline, PubMed, Web of Science and Springer-link. Three qualitative, 20 quantitative and 2 mixed studies were included. Using a thematic analysis, we’ve described three aspects related to the research, technology and education. This study showed that AR was applied in a wide range of topics in healthcare education. Furthermore acceptance for AR as a learning technology was reported among the learners and its potential for improving different types of competencies.Discussion. AR is still considered as a novelty in the literature. Most of the studies reported early prototypes. Also the designed AR applications lacked an explicit pedagogical theoretical framework. Finally the learning strategies adopted were of the traditional style ‘see one, do one and teach one’ and do not integrate clinical competencies to ensure patients’ safety.

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Section: Introductionmentioning

confidence: 99%

Augmented reality in healthcare education: an integrative review

Zhu

Hadadgar

Masiello

et al. 2014

PeerJ

232

126

View full text Add to dashboard Cite

show abstract

“…AR can display many features such as image files, videos, animations with sound or 3D objects, etc. AR is developed using computer software and occurs in real time (Furht, 2011;Miller, 2014;Srifa, 2016;Meesuwan, 2011;Tansiri, 2010). AR consists of 3 processes: (1) Image Analysis.…”

Section: Augmented Reality (Ar)mentioning

confidence: 99%

STEAM-GAAR Field Learning Model to Enhance Grit

Chujitarom¹,

Piriyasurawong²

2018

IES

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The STEAM-GAAR Field Learning Model to Enhance Grit is a learning model using STEAM education (Science, Technology, Engineering, Art and Mathematics) integrated with gamification (G), animation (A), augmented reality (AR) and space utilization (Field) to promote the factors that enhance a learner's grit. The purpose of this research is to: (1) synthesize a STEAM-GAAR Field Learning Model to Enhance Grit; (2) evaluate the STEAM-GAAR Field Learning Model to Enhance Grit. The sample is made up of ten specialists-two instructional model design specialists, two STEAM education specialists, two gamification specialists, two animation specialists, and two augmented reality (AR) specialists-selected by purposive sampling. The instrument used in the study was an evaluation form with regard to the Model. The statistics used in the study were arithmetic mean and standard deviation. The results show that: (1) a STEAM-GAAR Field Learning Model to Enhance Grit contains four elements. The first element relates to input factors including 1) Expected Learning Outcomes (ELO), 2) Learning Objectives, 3) Teacher Analysis, 4) Student Analysis, 5) Content Analysis, 6) Environment Analysis, and 7) The Learning Management Plan. The second element relates to the STEAM-GAAR Field Learning Process, including 1) Investigate by Game, 2) Discover by AR-Game, 3) Connect by Animation and Game, 4) Create by Game Animation and AR and 5) Reflect by Knowledge Exchange Field. The third element relates to evaluating learning achievement and grit, conducted via teachers' observation and an evaluation form. And the final element relates to an analysis of feedback; (2) All ten specialists agreed that the STEAM-GAAR Field Learning Model to Enhance Grit developed through this study demonstrates the highest level of appropriateness (x = 4.65, S.D. = 0.57).

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“…Thomas et al, provided a brief overview of AR for use in e-health within medicine, and specifically highlighted issues of user-centered development (Thomas et al, 2010). Ong, Shen, Zhang, and Nee presented the use of AR in assistive technology and rehabilitation engineering, focusing on the methods and application aspects (Ong, Shen, Zhang, & Nee, 2011). Of the studies include in these reviews, only two focused on medical or healthcare education.…”

Section: Introductionmentioning

confidence: 99%

Augmented reality in healthcare education: an integrative review

Zhu

Hadadgar

Masiello

et al. 2014

Preprint

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Background. Developing healthcare competencies in students and professionals poses great educational challenges. A possible solution is to provide learning opportunities that utilize augmented reality (AR), where virtual learning experiences can be embedded within a real physical context. The aim of this study was to provide a comprehensive overview of the current state of AR in terms of user acceptance, the AR applications currently developed and the effect of AR on the development of competencies in healthcare. Methods. We conducted an integrative review, which is the broadest type of research review method allowing for the inclusion of various research designs. This allows us to more fully understand a phenomenon of interest. Our review included multi-disciplinary research publications in English reported until 2012. Results. We found 2 529 research papers from ERIC, CINAHL, Medline, PubMed, Web of Science and Springer-link. Three qualitative, twenty quantitative and two mixed-method studies were included. Using thematic analysis, we have described characteristics for research, technology and education. This study showed that AR was applied across a wide range of topics in healthcare education. Furthermore, acceptance for AR as a learning technology was reported among the learners, as well as its potential for improving different types of competencies. Discussion. AR is still considered a novelty in the literature, with most of the studies reporting early prototypes. Additionally, the designed AR applications lacked an explicit pedagogical theoretical framework. Instead, the learning strategies adopted were of the traditional style 'see one, do one and teach one' and do not integrate clinical competencies to ensure patients' safety.PeerJ PrePrints | http://dx.doi.org/10.7287/peerj.preprints.335v2 | CC-BY 4.0 Open Access |

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Handbook of Augmented Reality

Cited by 212 publications

References 0 publications

Augmented reality in healthcare education: an integrative review

Augmented reality in healthcare education: an integrative review

STEAM-GAAR Field Learning Model to Enhance Grit

Augmented reality in healthcare education: an integrative review

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