Abstract
Abstract Background Augmented reality (AR) is a novel technology-enabled active learning for medical education. The goal of this study was to determine effectiveness of self-directed learning AR handouts as a learning material for teaching medical microbiology in the 3rd year medical students, Doctor of Medicine (English Program), Thammasat University. Example of the traditional handouts and the AR handouts in this study Methods A randomized controlled trial study was conducted by comparing academic performances (MCQs scores), the motivation level (Motivation Scores Learning Questionnaire, MSLQ) and satisfaction survey scores in the students after studied AR handouts (intervention group) and traditional handouts (control group). The content of AR handout was similar to the traditional handout (topic: common Gram-positive bacteria). Study Procedures and Methods Results Twenty-four students were enrolled in this study (n = 02 each group). The both groups had no differences on age, gender, total GPA, pre-test scores (means of 5.08). The both groups also had similar increases in the post-test scores means of 11.25 (intervention group) and 10.58 (control group). MSLQ (topic of intrinsic goal orientation) was significantly higher in the intervention group than the control group (5.73 vs 4.81, p = 0.002). Satisfaction survey scores (topic of "Handouts are stimulating" and "Handouts are exciting") were significantly higher in the intervention group than the control group (4.58 vs 3.50, p = 0.025 and 4.42 vs 3.17, p = 0.019). Conclusion AR handouts for learning medical microbiology and infectious diseases was effective to improve the knowledge in medical students. Based on cognitive information theory, the AR handouts help learning process by increased students' motivation, and satisfaction. Disclosures All Authors: No reported disclosures
Published Version
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