Exploring mobile mixed reality in healthcare higher education: A systematic review
Background: The evolution of technology and simulation has had a significant impact on clinical education. However, it remains grounded in traditional teaching paradigms, limiting potential for enhanced learning. Furthermore, the impact of mixed reality enabled mobile devices remains underexplored....
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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/2131/pdf_1 |
| _version_ | 1811258121224454144 |
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| author | Todd Stretton Thomas Cochrane Vickel Narayan |
| author_facet | Todd Stretton Thomas Cochrane Vickel Narayan |
| author_sort | Todd Stretton |
| collection | DOAJ |
| description | Background: The evolution of technology and simulation has had a significant impact on clinical education. However, it remains grounded in traditional teaching paradigms, limiting potential for enhanced learning. Furthermore, the impact of mixed reality enabled mobile devices remains underexplored. Purpose: The aim of this article was to investigate mobile learning and mixed reality in healthcare higher education. Method: A search of six databases from the earliest available date to 30 February 2018 and a hand search of journals and included studies was performed. Inclusion criteria focused on ‘healthcare’, ‘higher education’, ‘mobile learning’ and ‘mixed reality’. All study designs were included, though they were limited to the English language. The checklist of the Preferred Reporting Items for Systematic Reviews and Meta-Analysis was used as a framework for the review, with included studies critiqued using the mixed methods appraisal tool. Results: The search generated 1484 studies, with 18 meeting inclusion criteria. The majority of studies utilised mobile mixed reality (mMR) for teaching procedural skills with established mobile platforms; anatomy; and clinical assessment. mMR demonstrated benefits in skill competency and knowledge scores when compared to control. Users were favourable towards future use of mMR. Conclusion: While mMR successfully delivered some clinical skills; the pedagogical impact of engagement with higher order clinical reasoning remains a challenge for future studies. |
| first_indexed | 2024-04-12T18:08:16Z |
| format | Article |
| id | doaj.art-8d61b336fd254d98a915c1666f1fd471 |
| institution | Directory Open Access Journal |
| issn | 2156-7077 |
| language | English |
| last_indexed | 2024-04-12T18:08:16Z |
| publishDate | 2018-11-01 |
| publisher | Association for Learning Technology |
| record_format | Article |
| series | Research in Learning Technology |
| spelling | doaj.art-8d61b336fd254d98a915c1666f1fd4712022-12-22T03:21:55ZengAssociation for Learning TechnologyResearch in Learning Technology2156-70772018-11-0126011910.25304/rlt.v26.21312131Exploring mobile mixed reality in healthcare higher education: A systematic reviewTodd Stretton0Thomas Cochrane1Vickel Narayan2Department of Physiotherapy, School of Clinical Sciences, Faculty of Health and Environmental Sciences, Auckland University of Technology, Auckland, New ZealandCentre for Learning and Teaching, Auckland University of Technology, Auckland, New ZealandCentre for Learning and Teaching, Auckland University of Technology, Auckland, New ZealandBackground: The evolution of technology and simulation has had a significant impact on clinical education. However, it remains grounded in traditional teaching paradigms, limiting potential for enhanced learning. Furthermore, the impact of mixed reality enabled mobile devices remains underexplored. Purpose: The aim of this article was to investigate mobile learning and mixed reality in healthcare higher education. Method: A search of six databases from the earliest available date to 30 February 2018 and a hand search of journals and included studies was performed. Inclusion criteria focused on ‘healthcare’, ‘higher education’, ‘mobile learning’ and ‘mixed reality’. All study designs were included, though they were limited to the English language. The checklist of the Preferred Reporting Items for Systematic Reviews and Meta-Analysis was used as a framework for the review, with included studies critiqued using the mixed methods appraisal tool. Results: The search generated 1484 studies, with 18 meeting inclusion criteria. The majority of studies utilised mobile mixed reality (mMR) for teaching procedural skills with established mobile platforms; anatomy; and clinical assessment. mMR demonstrated benefits in skill competency and knowledge scores when compared to control. Users were favourable towards future use of mMR. Conclusion: While mMR successfully delivered some clinical skills; the pedagogical impact of engagement with higher order clinical reasoning remains a challenge for future studies.https://journal.alt.ac.uk/index.php/rlt/article/view/2131/pdf_1mobile learningclinical skillsenhanced learningpedagogy |
| spellingShingle | Todd Stretton Thomas Cochrane Vickel Narayan Exploring mobile mixed reality in healthcare higher education: A systematic review Research in Learning Technology mobile learning clinical skills enhanced learning pedagogy |
| title | Exploring mobile mixed reality in healthcare higher education: A systematic review |
| title_full | Exploring mobile mixed reality in healthcare higher education: A systematic review |
| title_fullStr | Exploring mobile mixed reality in healthcare higher education: A systematic review |
| title_full_unstemmed | Exploring mobile mixed reality in healthcare higher education: A systematic review |
| title_short | Exploring mobile mixed reality in healthcare higher education: A systematic review |
| title_sort | exploring mobile mixed reality in healthcare higher education a systematic review |
| topic | mobile learning clinical skills enhanced learning pedagogy |
| url | https://journal.alt.ac.uk/index.php/rlt/article/view/2131/pdf_1 |
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