The Role of Mobile AR in Facilitating Nursing Independent Learning: The Student Experience

Abstract

Augmented Reality (AR) is a new technology that creates virtual extra layers on a physical object. It allows bringing digital information into the real environment by blending those two worlds. Interacting with digital content is a unique AR feature that offers new learning opportunities integrated with mobile applications. Smartphone devices can be utilised as AR tools to support interactive learning. Previous research has reported multiple benefits of using mobile AR as a learning tool, including enhancing content understanding, improving long-term memory retention, and increasing student motivation. There are several potentials for utilising AR in the context of nursing education, such as promoting independent learning and facilitating a student-centred learning approach. Comparing to traditional education, the increased use of blended learning in healthcare and nursing education requires students to take more responsibility for their learning. Thus students' independent learning skills have become increasingly important. However, there is a lack of studies focusing on AR technology and independent learning. This research addresses this gap, aiming to investigate the feasibility of utilising AR technology to facilitate independent learning of nursing students while acquiring clinical skills. In this research, a design science research methodology was adopted, consisting of three phases. The first phase – problem identification – reviewed the literature and undertook an exploratory study. The literature revealed that the ability of AR to allow students to be immersed in a realistic experience has attracted educators to use this creative way of learning. Indicating the ability of AR to replace traditional teaching methods, it does this by encouraging self-directed learning between students and supporting student-centred learning (SCL). In SCL, the teacher’s role is as a facilitator who will enable students to learn independently and individually, while the learners are more responsible for their education. AR helps students to control their learning at their own pace and location. Moreover, the exploratory study investigated the current learning approach in terms of supporting independent learning, and 108 nursing students from The University of Salford answered an online questionnaire about their current learning. The results showed that the current learning environment is less supportive of independent learning due to many environmental obstacles, such as lack of feedback, accessibility issues, and lack of realism of manikins in clinical labs. The second phase – solution design – proposed a novel learning AR platform called Nursing Mobile Augmented Reality (NMAR), and the learning activities were designed based on self- regulated learning theory to overcome the current approach limitations. Learning with NMAR introduces a new learning strategy, aiming to enhance students’ independent learning by adding 15 interactive self-assessment. Utilising NMAR allows students the freedom to discover the solution independently and activate their learning. Lastly, the third phase – evaluation – included an experimental lab study, where the NMAR learning environment was deployed to create an overall positive user experience which might motivate the students to be independent learners. A novel NMAR platform to support nursing students was used individually by 34 students at The University of Salford, and both quantitative and qualitative data were collected from the students via questionnaires, screen recordings and semi-structured interviews. The quantitative data were looked at the NMAR aspects, while the qualitative data explored the users’ thoughts and perceptions about their experiences with NMAR. Evaluating the platform, understanding the users’ perception and comparing the current and proposed learning approaches together prov