Integrating Google Glass into simulation-based training: experiences and future directions

Abstract

Background: Education experts are starting to explore the potential uses of wearable technology and augmented reality in simulation-based training. In this article, we summarize our experiences with using Google Glass in simulation-based training and discuss potential future directions with this advanced technology. Methods:Emergency medicine residents and medical students participated in a pilot study where each team captain was asked to wear Google Glass during 15 separate simulation-based training sessions. Video obtained from Google Glass was analyzed and utilized during debriefing sessions for the residents and medical students. Results:We were able to successfully integrate Google Glass into simulation-based training and debriefing. During the analysis of each recording, observations were noted about the events that transpired and this data was used to provide instructional feedback to the residents and medical students for self-reflection and appraisal. Post-exercise surveys were conducted after each simulation session and all participants noted that Google Glass did not interfere with their simulation experience. Google Glass enabled the observers to analyze the team captain's primary visual focus during the entire simulation scenario and feedback was provided based on the data recorded. Conclusions:Wearable technologies such as Google Glass can be successfully integrated into simulation-based training exercises without disrupting the learners' experience. Data obtained from this integration can be utilized to improve debriefing sessions and self-reflection. Future research is underway and required to evaluate other potential uses for wearable technology in simulation-based training.

What are the educational affordances of wearable technologies?

“…Many of the affordances of wearable technologies identified by the respondents were also identified in the literature, for instance: access to in-situ information, recording and feedback (Coffman & Klinger, 2015), communication and distribution of resources (de Freitas & Levene, 2003), hands-free access and first-person view (Wu et al, 2014), simulation through reenactment and increased engagement and presence through immersion (Yamauchi & Nakasugi, 2003). Yet none of these sources came close to identifying all of the affordances outlined by their colleagues.…”

“…The hands-free nature of the device meant that it did not interfere in the role-play in any way. This led the research team to conclude that wearable devices could offer unique advantages in role-play based learning contexts with few negative consequences (Wu et al, 2014).…”

“…More recently, wearable technologies (such as Google Glass) have been used during medical training role-play activities to provide a first person viewpoint and recordings (Wu et al, 2014). Recordings were then used to observe the amount of time participants spent focusing on different information sources, level of attention to the patient, and other metrics that informed reflective learning and group debriefing.…”

“…For example, wearable technologies may enable users to exchange fitness information, play games in real-time, or see an event from someone else's viewpoint (Wu et al, 2014).…”

“…Wearable devices have been used for medical diagnosis, therapy of movement disorders, and administration of drugs (Son et al, 2014), for care and tracking of the elderly with Alzheimer's disease (Mahoney & Mahoney, 2010), and in conjunction with augmented reality to enable face recognition and subsequent overlay of personal information (Kim, 2003). However, there is a scarcity of research into the use of wearable technologies in education (exceptions include Coffman & Klinger, 2015;Wu, Dameff, & Tully, 2014;Yamauchi & Nakasugi, 2003; as discussed later in this paper).…”