Abstract
BackgroundThe purpose of this study was to develop an Augmented Reality (AR) app on heart failure for remote training of nursing students and compare it against recorded video lecture. We conducted a quasi-experimental study using pretest-posttest design with junior nursing students. MethodsThe experimental group used the self-paced app; the control group viewed the same content using pre-recorded video lecture. ResultsThere were no significant differences in learning, although more students indicated that they preferred the AR app. ConclusionAs a stand-alone teaching method, AR apps may perform as well as video lectures and may encourage student engagement.
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