The effect of an augmented reality educational tool on the motivation towards learning in pharmacy students: an evaluative survey

Abstract

Abstract Introduction Within the context of education, motivation relates to the desire students possess to engage in their learning environment. This quality is vital in determining the effort an individual expresses towards their learning and the desire they have to achieve higher academic performances (1). Educational technologies, particularly digital technologies, have long been used in post-secondary education to increase collaboration, critical thinking and motivation among students (2). The advancements in technology have led to the creation of novel augmented reality (AR) educational tools, however they have not been widely implemented or researched with the education of pharmacy students in the United Kingdom. Aim To identify changes of pharmacy students’ self-reported intrinsic motivation towards learning after using the ‘Pharma Compounds AR’ (PCAR) educational tool. Methods The PCAR tool was an image-based educational AR mobile application – it displayed 3-D models and animations of complex molecules when unique target images were scanned with the mobile’s camera. 118 stage two undergraduate Pharmacy students from a University in England were approached through cohort emails that contained a link to an online consent form and pre-intervention questionnaire. Participants were required to complete the pre-questionnaire before they received the PCAR tool for at least two months. Students were informed that they could use the tool to accommodate their learning in any way they felt appropriate. Once the intervention period ended, participants completed an online post-questionnaire. Changes in self-reported intrinsic motivation were determined with the use of adapted Intrinsic Motivation Inventory (IMI) Likert scale questions. The pre-questionnaire focused on motivation towards learning using conventional methods and their perceived usefulness, whereas the post-questionnaire focused on motivation towards learning with the PCAR tool and its perceived usefulness. Descriptive and inferential statistical analyses were conducted on the IMI adapted Likert scales. Results A total of 68 (57.6% rr) undergraduate Pharmacy students completed the pre-questionnaire. The majority were aged 18-21(82.4%), female (70.6%) and domestic (94.1%). The post-questionnaire was completed by 30 students (44.1% rr), mainly aged 18-21 (83.3%), female (70%), and domestic (86.7%). Participants ranked their agreement to each Likert statement from 1 (not true at all) to 7 (very true). Mean agreement motivation scores were increased after the use of the PCAR tool (pre-3.88 vs post-5.15), as were the mean agreement scores of the learning tools’ perceived usefulness (pre-4.69 vs post-5.29). Dependant T-tests performed on responses of students who completed both questionnaires revealed a significant increase in students’ mean pre- and post-intervention motivation towards learning scores (p=0.000). No significance was calculated between the mean pre-and post-agreement usefulness scores (p>0.05). Conclusion Incorporating the PCAR tool into the education of stage two Pharmacy students significantly increased their reported motivation towards learning when compared to conventional methods, it was also reported as being a more useful learning tool. The drop in post-questionnaire responses has to be acknowledge as a limitation as well as not explicitly knowing how students used the PCAR tool in their studies. Nevertheless, the incorporation of AR into schools of Pharmacy could provide students and tutors more engaging teaching and learning experiences. References (1) Budiman R. Developing Learning Media Based on Augmented Reality (AR) to Improve Learning Motivation. J Educ Teach Learn. 2016 Sep;1(2):89–94. Available from: https://www.learntechlib.org/p/209026 (2) Martin F, Polly D, Coles S, Wang C. Examining higher education faculty use of current digital technologies: Importance, competence, and motivation. Int J Teach Learn High Educ. 2020;32(1):73–86.