all 7 domains across each mode. VR group experienced significant increases in headaches, dizziness, blurred vision, general discomfort and double vision, ...
ASMR Conference: http://www.asmr-nsc.org.au/abstracts/ Conference Topic: How can technological innovation improve healthcare delivery to rural and remote communities?
Utilising Virtual and Augmented Reality to enhance medical and healthcare education (40037)
Zane Stromberga 1 , Athanasios Raikos 1 , Allan Stirling 1 , Christian Moro 1 1. Bond University, Robina, QUEENSLAND, Australia
Aim: In order to enhance medical and healthcare education in rural and remote communities, modern innovative technologies were trialled as potential teaching methods. In particular, the difference in learning anatomy between three-dimensional (3D) models on tablet (TB), virtual reality (VR) and augmented (AR) reality were examined to determine the influence of these on students' comprehension of complex structural medical anatomy. In addition, student perceptions of each learning mode and the susceptibility to adverse effects was assessed. Methodology: Participants were randomly allocated to one of the three learning modes: VR (n=20), AR (n=17) and TB (n=22) to receive a 10-minute pre-recorded lesson on the anatomy of the skull. Following that, a 20-question multiple-choice test was completed. Student perceptions of each learning mode and any adverse effects exhibited were recorded immediately after the lesson. Results: In the written anatomical assessment, participants received mean (SD) scores of 12.85 (4.4) utilising VR, 12.53 (4.2) utilising AR, and 13.3 (4.0) utilising the TB device with no significant difference recorded (p=0.863). Students rated the learning experience highly in all 7 domains across each mode. VR group experienced significant increases in headaches, dizziness, blurred vision, general discomfort and double vision, when compared to the AR or tablet groups (p
