Real-Time Affective Measurements in Medical Education, Using Virtual and Mixed Reality

Antoniou, Panagiotis E.; Arfaras, George; Pandria, Niki; Ntakakis, George; Bambatsikos, Emmanuil; Athanasiou, Alkinoos

doi:10.1007/978-3-030-60735-7_9

Cited by 14 publications

(7 citation statements)

References 31 publications

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“…This study confirms the importance of improving the quality and efficiency of learning resources. The work presented here and currently being validated by the ENTICE project pilots is an effort to streamline immersive content creation while maintaining pedagogical focus [1][2][3]. This process is still an ongoing process.…”

Section: Discussionmentioning

confidence: 97%

“…Immersive experiential technologies flourish in this setting and help to support medical education. Through their enhanced engagement, virtual patients, chatbots, and Virtual, Augmented, or Mixed Reality (VR/AR/MR) in particular have a significant impact on the affective and educational states of healthcare students [1][2][3][4]. Additionally, it has been asserted that students can successfully visualize abstract rules in concrete ways by taking cues from diverse instructional content [5,7,8].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Streamlining Tangible 3D Printed and Intangible XR Content Creation and Evaluation: The ENTICE Experience

Antoniou,

Sidiropoulos,

Stathakarou

et al. 2023

Caring Is Sharing – Exploiting the Value in Data for Health and Innovation

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ENTICE aimed to use co-creative methodologies in order to build a solid creation pipeline for medical experiential content. The project has developed and evaluated immersive learning resources and tools aiming to support well-defined learning objectives using tangible and intangible resources (AR/VR/MR, 3D printing) that are highly sought in the fields of anatomy and surgery. In this paper the preliminary results from the evaluation of the learning resources and tools in 3 countries as well as the lessons learnt are presented towards to the improvement of the medical education process.

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Section: Discussionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Streamlining Tangible 3D Printed and Intangible XR Content Creation and Evaluation: The ENTICE Experience

Antoniou,

Sidiropoulos,

Stathakarou

et al. 2023

Caring Is Sharing – Exploiting the Value in Data for Health and Innovation

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“…In the reviewed literature, there were a few studies in which the authors used multimodal LA to collect data while evaluating students’ knowledge, skills, and attitudes. Health care professionals’ attitudes toward learning were collected during their team-based learning session with videos and microphones in a study by Chua et al [ 103 ]; wearable sensors for heart rate, electrodermal activity, electroencephalography signals in studies by Antoniou et al [ 104 , 105 ]; and the Raspberry Pi minicomputer and Polar H10 chest belt in a study by Li et al [ 106 ]. Student skills were assessed by simulators in studies by Kennedy et al [ 107 ] and Chiu et al [ 108 ] while performing surgical tasks and by Microsoft Kinect in a study by Di Mitri et al [ 109 ] while performing cardiopulmonary resuscitation training.…”

Section: Discussionmentioning

confidence: 99%

Empowering Health Care Education Through Learning Analytics: In-depth Scoping Review

Bojić¹,

Mammadova²,

Ang³

et al. 2023

J Med Internet Res

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Background Digital education has expanded since the COVID-19 pandemic began. A substantial amount of recent data on how students learn has become available for learning analytics (LA). LA denotes the “measurement, collection, analysis, and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs.” Objective This scoping review aimed to examine the use of LA in health care professions education and propose a framework for the LA life cycle. Methods We performed a comprehensive literature search of 10 databases: MEDLINE, Embase, Web of Science, ERIC, Cochrane Library, PsycINFO, CINAHL, ICTP, Scopus, and IEEE Explore. In total, 6 reviewers worked in pairs and performed title, abstract, and full-text screening. We resolved disagreements on study selection by consensus and discussion with other reviewers. We included papers if they met the following criteria: papers on health care professions education, papers on digital education, and papers that collected LA data from any type of digital education platform. Results We retrieved 1238 papers, of which 65 met the inclusion criteria. From those papers, we extracted some typical characteristics of the LA process and proposed a framework for the LA life cycle, including digital education content creation, data collection, data analytics, and the purposes of LA. Assignment materials were the most popular type of digital education content (47/65, 72%), whereas the most commonly collected data types were the number of connections to the learning materials (53/65, 82%). Descriptive statistics was mostly used in data analytics in 89% (58/65) of studies. Finally, among the purposes for LA, understanding learners’ interactions with the digital education platform was cited most often in 86% (56/65) of papers and understanding the relationship between interactions and student performance was cited in 63% (41/65) of papers. Far less common were the purposes of optimizing learning: the provision of at-risk intervention, feedback, and adaptive learning was found in 11, 5, and 3 papers, respectively. Conclusions We identified gaps for each of the 4 components of the LA life cycle, with the lack of an iterative approach while designing courses for health care professions being the most prevalent. We identified only 1 instance in which the authors used knowledge from a previous course to improve the next course. Only 2 studies reported that LA was used to detect at-risk students during the course’s run, compared with the overwhelming majority of other studies in which data analysis was performed only after the course was completed.

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“…In that environment, immersive experiential technologies find fertile grounds to grow and support medical education. Virtual patients, chatbots, and Virtual, Augmented, or Mixed reality (VR/AR/MR; under the umbrella term eXtended Reality XR) have proven to impact both the educational and the affective state of the healthcare student's [2][3][4][5] increasing engagement. Additionally, taking cues from different disciplines such as physics and chemistry educational content has proved effective-with students able to visualize abstract laws in an almost tangible way [6][7][8].…”

Section: Introductionmentioning

confidence: 99%

Eliciting Co-Creation Best Practices of Virtual Reality Reusable e-Resources

et al. 2023

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Immersive experiential technologies find fertile grounds to grow and support healthcare education. Virtual, Augmented, or Mixed reality (VR/AR/MR) have proven to be impactful in both the educational and the affective state of the healthcare student’s increasing engagement. However, there is a lack of guidance for healthcare stakeholders on developing and integrating virtual reality resources into healthcare training. Thus, the authors applied Bardach’s Eightfold Policy Analysis Framework to critically evaluate existing protocols to determine if they are inconsistent, ineffective, or result in uncertain outcomes, following systematic pathways from concepts to decision-making. Co-creative VR resource development resulted as the preferred method. Best practices for co-creating VR Reusable e-Resources identified co-creation as an effective pathway to the prolific use of immersive media in healthcare education. Co-creation should be considered in conjunction with a training framework to enhance educational quality. Iterative cycles engaging all stakeholders enhance educational quality, while co-creation is central to the quality assurance process both for technical and topical fidelity, and tailoring resources to learners’ needs. Co-creation itself is seen as a bespoke learning modality. This paper provides the first body of evidence for co-creative VR resource development as a valid and strengthening method for healthcare immersive content development. Despite prior research supporting co-creation in immersive resource development, there were no established guidelines for best practices.

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Real-Time Affective Measurements in Medical Education, Using Virtual and Mixed Reality

Cited by 14 publications

References 31 publications

Streamlining Tangible 3D Printed and Intangible XR Content Creation and Evaluation: The ENTICE Experience

Streamlining Tangible 3D Printed and Intangible XR Content Creation and Evaluation: The ENTICE Experience

Empowering Health Care Education Through Learning Analytics: In-depth Scoping Review

Eliciting Co-Creation Best Practices of Virtual Reality Reusable e-Resources

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