Embodied reports in paramedicine mixed reality learning
This paper is based on the second stage of a design-based research (DBR) project encompassing the initial prototyping of virtual reality (VR) simulation in paramedicine education using self-reported and biometric feedback data. In this discussion paper we present the range of reflections and theoret...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Association for Learning Technology
2018-11-01
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| Series: | Research in Learning Technology |
| Subjects: | |
| Online Access: | https://journal.alt.ac.uk/index.php/rlt/article/view/2150/pdf_1 |
| _version_ | 1811258095560556544 |
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| author | Claudio Aguayo Cristóbal Dañobeitia Thomas Cochrane Stephen Aiello Stuart Cook Alberto Cuevas |
| author_facet | Claudio Aguayo Cristóbal Dañobeitia Thomas Cochrane Stephen Aiello Stuart Cook Alberto Cuevas |
| author_sort | Claudio Aguayo |
| collection | DOAJ |
| description | This paper is based on the second stage of a design-based research (DBR) project encompassing the initial prototyping of virtual reality (VR) simulation in paramedicine education using self-reported and biometric feedback data. In this discussion paper we present the range of reflections and theoretical possibilities that arose from the piloting experience and their implications in redesigning practice in paramedicine education. We focus on the foundational literature and epistemological understandings coming from neurophenomenological cognitive science applied in technology-enhanced learning, using mixed reality (MR) in paramedicine simulation learning as a case. We do so following the logic of a DBR methodological framework, in part demonstrating the usefulness of DBR when reflecting on applied practice to inform newer theoretical developments, leading to further integrated solutions in future practice. In addition, we also put attention on a conceptual shift from a focus on VR, to a focus on MR with emphasis on the associated benefits offered by MR learning situations within paramedicine education. Finally, we discuss the benefits of incorporating self-reported and biometric feedback data in paramedicine education in particular, and in technology-enhanced learning in general, for the design of meaningful learning experiences informed by emotional and physiological responses of learners. |
| first_indexed | 2024-04-12T18:07:53Z |
| format | Article |
| id | doaj.art-27989b3a923e41d1a690e090c258142e |
| institution | Directory Open Access Journal |
| issn | 2156-7077 |
| language | English |
| last_indexed | 2024-04-12T18:07:53Z |
| publishDate | 2018-11-01 |
| publisher | Association for Learning Technology |
| record_format | Article |
| series | Research in Learning Technology |
| spelling | doaj.art-27989b3a923e41d1a690e090c258142e2022-12-22T03:21:55ZengAssociation for Learning TechnologyResearch in Learning Technology2156-70772018-11-0126011710.25304/rlt.v26.21502150Embodied reports in paramedicine mixed reality learningClaudio Aguayo0Cristóbal Dañobeitia1Thomas Cochrane2Stephen Aiello3Stuart Cook4Alberto Cuevas5Centre for Learning and Teaching, Auckland University of Technology, Auckland, New ZealandEmbodied Group, Santiago, ChileCentre for Learning and Teaching, Auckland University of Technology, Auckland, New ZealandParamedicine Department, Auckland University of Technology, Auckland, New ZealandParamedicine Department, Auckland University of Technology, Auckland, New ZealandEmbodied Group, Santiago, ChileThis paper is based on the second stage of a design-based research (DBR) project encompassing the initial prototyping of virtual reality (VR) simulation in paramedicine education using self-reported and biometric feedback data. In this discussion paper we present the range of reflections and theoretical possibilities that arose from the piloting experience and their implications in redesigning practice in paramedicine education. We focus on the foundational literature and epistemological understandings coming from neurophenomenological cognitive science applied in technology-enhanced learning, using mixed reality (MR) in paramedicine simulation learning as a case. We do so following the logic of a DBR methodological framework, in part demonstrating the usefulness of DBR when reflecting on applied practice to inform newer theoretical developments, leading to further integrated solutions in future practice. In addition, we also put attention on a conceptual shift from a focus on VR, to a focus on MR with emphasis on the associated benefits offered by MR learning situations within paramedicine education. Finally, we discuss the benefits of incorporating self-reported and biometric feedback data in paramedicine education in particular, and in technology-enhanced learning in general, for the design of meaningful learning experiences informed by emotional and physiological responses of learners.https://journal.alt.ac.uk/index.php/rlt/article/view/2150/pdf_1mixed realitybiometric feedbackself-reportclinical simulation |
| spellingShingle | Claudio Aguayo Cristóbal Dañobeitia Thomas Cochrane Stephen Aiello Stuart Cook Alberto Cuevas Embodied reports in paramedicine mixed reality learning Research in Learning Technology mixed reality biometric feedback self-report clinical simulation |
| title | Embodied reports in paramedicine mixed reality learning |
| title_full | Embodied reports in paramedicine mixed reality learning |
| title_fullStr | Embodied reports in paramedicine mixed reality learning |
| title_full_unstemmed | Embodied reports in paramedicine mixed reality learning |
| title_short | Embodied reports in paramedicine mixed reality learning |
| title_sort | embodied reports in paramedicine mixed reality learning |
| topic | mixed reality biometric feedback self-report clinical simulation |
| url | https://journal.alt.ac.uk/index.php/rlt/article/view/2150/pdf_1 |
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