Urs?Vito Albrecht|Kristian Folta-Schoofs|Marianne Behrends|Ute von Jan
Effects of Mobile Augmented Reality Learning Compared to Textbook Learning on Medical Students: Randomized Controlled Pilot Study
Medizinische Hochschule Hannover|University of Hildesheim|Medizinische Hochschule Hannover|Medizinische Hochschule Hannover
adding new levels experience mobile augmented reality mar significantly increase attractiveness mobile learning applications medical educationto compare impact heightened realism selfdeveloped mar blended learning environment marble learners textbook material especially ethically sensitive subjects forensic medicine taking account basic psychological aspects usability higher level emotional involvement well learning outcomes increased learning efficiencya prestudy conducted based convenience sample 10 thirdyear medical students initial emotional status captured using profile mood states questionnaire poms german variation previous knowledge forensic medicine determined using 10item singlechoice sc test 30minute learning period students randomized two groups first group consisted pairs students equipped one iphone preinstalled copy marble second group provided textbook material subsequently groups asked complete poms questionnaire sc test measure changes emotional state knowledge gain usability well pragmatic hedonic qualities learning material captured using attrakdiff2 questionnaires data evaluation conducted anonymously descriptive statistics score total subgroups calculated intervention scores groups tested using paired unpaired signedrank tests item analysis performed sc test objectify difficulty selectivitystatistically significant marble group 610 showed greater knowledge gain control group 410 wilcoxon z2232 p03 item analysis sc test showed difficulty p0768 s009 selectivity rpb02 marble fatigue z2214 p03 numbness z207 p04 decreased statistical significance comparing pre posttests vigor rose slightly irritability increase significantly changes control group insignificant regarding hedonic quality identification stimulation attractiveness significant differences marble mean 1179 ci 0440 0440 book chapter mean 0982 ci 0959 0959 pragmatic quality mean differed slightlythe marble group performed considerably better regarding learning efficiency hints activating components mar concept may serve fascinate participants possibly boost interest topic remainder class small sample size reduces studys conclusiveness design seems appropriate determining effects interactive elearning material respect emotions learning efficiency hedonic pragmatic qualities using larger groupgerman clinical trial register drks drksid drks00004685 httpsdrksneuuniklinikfreiburgdedrkswebnavigatedonavigationidtrialhtmltrialiddrks00004685