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Mobile Augmented Reality as a Feature for Self-Oriented, Blended Learning in Medicine: Randomized Controlled Trial
Christoph Noll1, Ute von Jan1, Ulrike Raap2
1PL Reichertz Institute for Medical Informatics, Hannover Medical School, Hannover, Germany.
JMIR Mhealth and Uhealth
|September 16, 2017
Summary
Mobile augmented reality (mAR) did not significantly improve immediate learning outcomes in medical students. However, mAR showed potential for better long-term knowledge retention compared to traditional mobile learning methods.
Area of Science:
- Medical Education
- Educational Technology
- Augmented Reality
Background:
- Previous studies indicated advantages of mobile augmented reality (mAR) over textbook learning.
- The specific contribution of the AR component versus the novelty of mobile technology to learning success remained unclear.
Purpose of the Study:
- To test if mAR impacts learning success compared to mobile learning without AR.
- To investigate potential emotional effects associated with mAR use in education.
Main Methods:
- 44 medical students were randomly assigned to learn with or without mAR for 45 minutes.
- Knowledge was assessed via multiple-choice tests immediately and after 14 days.
- Emotional status and usability were evaluated using questionnaires.
Main Results:
- No significant difference in immediate knowledge gain between groups.
- The mAR group demonstrated better long-term knowledge retention after 14 days.
- Both groups reported similar emotional involvement and perceived the app's stimulating effect similarly.
Conclusions:
- mAR did not show significant immediate learning benefits in this mobile learning context.
- Findings suggest mAR's success is not solely due to novelty, and it may enhance long-term knowledge retention.
- Further research is recommended to explore mAR's long-term educational impact.
