The FeDiNAR Project: Using Augmented Reality to Turn Mistakes into Learning Opportunities

Atanasyan, Alexander; Kobelt, Dennis; Goppold, Marvin; Cichon, Torben; Schluse, Michael

doi:10.1007/978-3-030-42156-4_5

Cited by 4 publications

(2 citation statements)

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“…AR also fosters a safe environment to make and learn from errors [ 14 ]. This is extremely helpful for undergraduate and postgraduate surgical simulation, where the utility [ 15 ] and acceptability [ 16 ] of AR have been highlighted; research on AR in surgical training makes up most of the AR for medical education literature [ 17 ].…”

Section: Introductionmentioning

confidence: 99%

Augmented Reality in Medical Education: A Mixed Methods Feasibility Study

George¹,

Foster²,

Xia³

et al. 2023

Cureus

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Background: Augmented reality (AR) is a novel technology with many applications in medical education. Perhaps one of the most beneficial potential applications is to enable better clinical access for students; however, there is limited research into this use. The purpose of this mixed-methods feasibility study was to evaluate the applicability and acceptability of AR in undergraduate and early postgraduate medical education.Methods: Single-group quasi-experimental study design was developed for critical care-themed simulation teaching delivered using Microsoft HoloLens (Microsoft Corporation, Redmond, Washington, United States). Post-test questionnaires were completed including a validated adapted immersive experience questionnaire (AIEQ) and an abridged intrinsic motivation inventory (AIMI). The AIMI focused on the domains of 'interest and enjoyment', and 'value and usefulness'. Following the teaching, focus group interviews with thematic analysis were conducted to evaluate participants' experiences with AR.Results: All 15 participants (100%) completed the AIEQ and AIMI. Co-located airway teaching (i.e., the demonstrator and participants were placed in the same AR environment) was reported as having a moderate level of user immersion (median 72) and a high level of user enjoyment and value (median 52). Thematic analysis revealed four key themes: visual conceptualization for learning, accessibility, varied immersion, and future application.Conclusions: Remote simulation for the management of airways in critical care was found to be acceptable and afforded a high level of enjoyment and value. Similarly, this was reflected in the thematic analysis. However, immersion was rated variably in both AIEQ and thematic analysis. The challenges identified with the application of AR included technical infrastructure and patient consent. AR-enabled education benefits are relevant to a number of clinical teaching areas.

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Section: Introductionmentioning

confidence: 99%

Augmented Reality in Medical Education: A Mixed Methods Feasibility Study

George¹,

Foster²,

Xia³

et al. 2023

Cureus

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“…According to Mladenovic (2020), in medicine, AR technologies are used to train future surgeons with surgical simulators and to visualise medical data, which facilitates the work with three-dimensional organ models. It is also important to note the interactivity that AR technologies add to learning (Atanasyan et al, 2020). They create an environment where students can actively interact with materials and concepts, making the learning fun and engaging.…”

Section: Introductionmentioning

confidence: 99%

The Future Pedagogical Landscape: The Impact of Augmented Reality on the Development of Education and Teaching Methods

2023

FeD

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Modern digitization processess allow the use of augmented reality technology for pedagogical purposes. The practice of this tool, given its novelty, will require additional reasoning. The purpose was to study the future pedagogical landscape through the prism of the use of augmented reality. Methods: a mixed research design was used, attracting 50 teachers of different educational institutions who agreed to participate in the discussion. The sample provided a diversity according to various parameters: age, years of teaching experience, teaching of academic disciplines. The inclusion criteria: current teaching faculty with experience using digital and augmented reality technologies. Data collection was carried out during the first semester of the 2023-2024 academic year. The use of mixed research methods, analysis of collected data, and the identification of the main factors that influenced the successful implementation of these technologies into the educational process, made a unique contribution to this issue understanding. The results confirmed that the use of augmented reality technologies had numerous advantages in the educational process. They created an interactive environment, attracting students' attention and making learning interesting. The findings of the questionnaire of pedagogical staff testified to the widespread use of these technologies, with 40% of teachers who continuously used them, and 30% who used them 2-3 times a week. The obtained data analysis indicated the positive perception of augmented reality in the educational process and a high level of teacher satisfaction from their use. The positive feedback from educators regarding the effective integration of AR suggests a potential shift in teaching paradigms. This implication underscores the need for ongoing research to delve deeper into the long-term impact of AR on student learning. The exploration of the scalability of AR implementations across diverse educational settings and subjects for future studies, could provide valuable insights into its broader applicability.

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