Pre-recorded Video Research Articles

"I Felt I Was Actually Inside the Movie" An Exploratory Study into Children's Views of Staging a Physically Active Experience, with Implications for Future Interventions.

Current levels of inactivity suggest novel approaches are needed to engage children in physical activity (PA), and enjoyment is a strong motivator for children's PA engagement. A physically active experience (PAE) was proposed as a way to use entertainment, education, (e)aesthetics and escapist methods to promote PA to children in a way that is immersive and enables them to actively partake whilst enjoying their experience. In this current mixed methods study, three physically active experiences based on popular children's movies were designed and staged, in order to explore children's views on staging a PAE and provide implications for future PA interventions. Seventeen children (boys n = nine, girls n = eight) between the ages of nine and ten years provided feedback on the experiences. The children watched a pre-recorded video presenting the physically active experiences and then completed a survey including affective forecasting responses, which was followed by participation in an online focus group where views on the experiences were explored further. For all three experiences, the mean anticipated affective response for valence was between "fairly good" and "good", and for arousal between "a bit awake" and "awake". Further, when asked, the children reported wanting to take part in the experiences (experience 1: 82.4%, experience 2: 76.5%, experience 3: 64.7%). The qualitative data revealed that children felt that they would enjoy the sessions, feel immersed in their environment, transported away from reality, and that they would be able to learn something new regarding PA. These results support the implementation of a PAE to engage children in enjoyable PA; future interventions should use these findings to engage children in a PAE, examining their actual responses to the activities.

Urology boot camp for medical students: Using virtual technology to enhance undergraduate education.

The study aims to describe the methodology of converting the urology boot camp for medical students into a virtual course with key take home points for a successful conversion and to present quantitative and qualitative data demonstrating the impact of the boot camp on improving delegates' knowledge and clinical acumen. The face-to-face boot camp was converted to a virtual format employing a variety of techniques including; utilizing an online platform to deliver live screened lectures, using online polling software to foster an interactive learning environment and displaying pre-recorded videos to teach practical skills. Validated Multiple Choice Questionnaires (MCQs) were used prior to and after the course. This enabled the assessment of delegates' knowledge of urology according to the national undergraduate curriculum, and paired t tests were used to quantify the level of improvement. Thematic analysis was carried out on post-course delegate feedback to identify highlights of the course and ways of improving future iterations. In total, 131 delegates took part in the pilot virtual course. Of these, 105 delegates completed the pre- and post-course MCQs. There was a statistically significant improvement in the assessment following the course (p= <0.001) with mean score increasing from 47.5% pre-course to 65.8% post-course. All delegates who attended the most recent implementation of the virtual course (n= 31) felt it improved their knowledge and confidence in urology. Twenty delegates (64.5%) felt that it prepared them for both final year medical school examinations and working as a foundation year doctor. Positive themes in feedback were identified, which included the interactive nature of the course, the quality of teaching, the level and content of information provided and the high yield, concise organization of the teaching schedule. Using virtual technology and innovative educational frameworks, we have demonstrated the successful conversion of the urology boot camp for medical students to a virtual format. At a national level, with support from the British Association of Urological Surgeons, the face-to-face component of the course will continue to run in parallel with the virtual course with the aim of standardizing and improving UK undergraduate urological education. The virtual course has been implemented on an international scale, and this has already shown promising results.

Assessing calf exercise fidelity among people with Achilles tendinopathy using videos recorded via Zoom®: an observational study

Purpose Exercise fidelity is a fundamental aspect of exercise prescription by physiotherapists. Assessing exercise fidelity via telehealth (videoconference) is potentially useful but its reproducibility has not been assessed. The objective was to evaluate agreement (reproducibility) of video rating of calf exercise fidelity within (over four weeks) and between telehealth raters and compared with live rating. Methods Nineteen videos of participants with AT undertaking calf exercises were rated by physiotherapists in person (live) and by watching pre-recorded videos (replicating telehealth). Three forms of agreement were assessed: (i) between live assessment and recorded video (telehealth) assessment; (ii) between telehealth raters (inter-rater); (iii) agreement within telehealth raters over four weeks (intra-rater). Results There was weak to almost perfect agreement (Kappa = 0.65 to 1.00, rater 1, Kappa = 0.57 to 1.00, rater 2) between the telehealth and live raters. There was moderate to almost perfect agreement (Kappa = 0.65 to 1.00) when assessing intra-rater reliability, aside from one of the six criteria (quality of movement). Conclusion Assessing calf exercise fidelity via videos recorded on Zoom® appears to demonstrate weak or greater agreement versus live rating and over time. Inter-rater agreement was lower, suggesting that the criteria developed may be better suited to use by individual raters over time. Implications for rehabilitation Telehealth assessment (when compared with live, in person assessment) shows a moderate or greater agreement for the majority of assessment criteria when assessing calf exercise fidelity. The calf exercise fidelity criteria developed can be used as an adjunct to assessment and management of people with Achilles Tendinopathy. Intra-rater assessment was shown to be moderately or more consistent over a four-week period when assessing calf exercise fidelity.

Reshaping the full body illusion through visuo-electro-tactile sensations.

The physical boundaries of our body do not define what we perceive as self. This malleable representation arises from the neural integration of sensory information coming from the environment. Manipulating the visual and haptic cues produces changes in body perception, inducing the Full Body Illusion (FBI), a vastly used approach to exploring humans' perception. After pioneering FBI demonstrations, issues arose regarding its setup, using experimenter-based touch and pre-recorded videos. Moreover, its outcome measures are based mainly on subjective reports, leading to biased results, or on heterogeneous objective ones giving poor consensus on their validity. To address these limitations, we developed and tested a multisensory platform allowing highly controlled experimental conditions, thanks to the leveraged use of innovative technologies: Virtual Reality (VR) and Transcutaneous Electrical Nerve Stimulation (TENS). This enabled a high spatial and temporal precision of the visual and haptic cues, efficiently eliciting FBI. While it matched the classic approach in subjective measures, our setup resulted also in significant results for all objective measurements. Importantly, FBI was elicited when all 4 limbs were multimodally stimulated but also in a single limb condition. Our results behoove the adoption of a comprehensive set of measures, introducing a new neuroscientific platform to investigate body representations.

All civil engineers need to step up and engage with climate change

This is an abridged transcript of the inaugural address of Keith Howells, who became the 158th President of the Institution of Civil Engineers on 1 November 2022. His pre-recorded video address included a short film and is available on the ICE website.

Real-time video microscopy for tethered particle motion assay.

DNA folding is important in many different processes inside the cell. To measure DNA folding in real-time, we use a method called tethered particle motion (TPM). In this method, we observe the motion of particles tethered to the DNA rather than the DNA itself. Measuring the motion of particles allows us to draw conclusions about the length of the DNA and the state of the DNA folding pathway. Previously, we used ImageJ to track the motion of particles in prerecorded videos of TPM assays. This method posed an inconvenience: if there were any flaws in the video or the TPM assay, there would be no way of knowing that until after the sample had been prepared and recorded. To alleviate this issue, we created a LabVIEW program to observe the particle tracks in real-time. We envision that this new program will be useful in streamlining the data acquisition so we can study DNA folding.

College students’ perceptions of online learning: A study on learners’ satisfaction and experiences in online general English course

Objectives The purpose of this study is to investigate the perceptions of Korean EFL college learners toward online learning based on their level of satisfaction as well as their experiences of online learning. Methods A total of 111 college students who enrolled in online general English course were asked to complete a survey including 22 closed- and open-ended questions. Descriptive statistical analysis was conducted using the IBM SPSS statistical package to examine learners' satisfaction with online classes. Regarding responses of participants’ experiences on online learning, all the narrative data was examined and divided into themes that emerged in the data. Results The findings showed that learners were generally satisfied with online learning and in particular, they were highly satisfied with pre-recorded video lectures than synchronous classes or combined classes. In addition, the level of satisfaction on ‘teacher-centered lectures’ was high, and those of ‘cooperative learning’ and ‘peer feedback activities’ were relatively low. Furthermore, students recognized accessibility, flexibility, and the possibility of repetitive learning as advantages of online learning while perceiving technical problems, communication with others, and lack of immediate feedback as disadvantages of online learning. Conclusions Based on the findings, discussion and suggestions on effective teaching methods and activities for online classes were presented.

Design, implementation, and evaluation of an online flipped classroom with collaborative learning model in an undergraduate chemical engineering course

Active learning methods are known to improve motivation, engagement, and student performance in traditional classrooms. However, the COVID-19 pandemic compelled students to continue their studies through an online setting wherein teaching is undertaken remotely and on digital platforms. In this study, the design and implementation of flipped classrooms supported with collaborative learning was evaluated for the remote instruction of Analytical Chemistry. The flipped classroom was designed to include pre-recorded lectures, individual self-assessment questions and in-class group activities (polls and quiz bee). Word problems were given as collaborative tasks to improve the students’ interactions on the learning content. The impact on learning of these instructional practices was evaluated based on students’ learning experience and academic performance, and the instructors’ reflection. The survey at the end of the term gathered quantitative and qualitative data regarding students’ experiences with flipped classroom and peer collaboration methods. The students’ feedback indicated that participation in group collaborative activities had a positive impact on their comprehension of Analytical Chemistry concepts and calculations. Majority of the students indicated that group collaboration was immensely helpful in enhancing communication skills and improving their ability to apply what they had learned in class to solving difficult word problems. In addition, students underscored the importance of pre-recorded videos for their self-paced learning, and synchronous sessions to increase their engagement and motivation. On the other hand, several students perceived flipped classrooms as very demanding and challenging in terms of the required output submissions given the short 6-week term. Overall, the combination of these active-learning methods had a positive impact on the remote-learning environment, but potential drawbacks of online active learning interventions on student attitudes were also present. Therefore, careful integration of these instructional practices into online courses will help improve the students’ learning experience.

Enhancing Visual Exploration through Augmented Gaze: High Acceptance of Immersive Virtual Biking by Oldest Olds.

The diffusion of virtual reality applications dedicated to aging urges us to appraise its acceptance by target populations, especially the oldest olds. We investigated whether immersive virtual biking, and specifically a visuomotor manipulation aimed at improving visual exploration (augmented gaze), was well accepted by elders living in assisted residences. Twenty participants (mean age 89.8 years, five males) performed three 9 min virtual biking sessions pedalling on a cycle ergometer while wearing a Head-Mounted Display which immersed them inside a 360-degree pre-recorded biking video. In the second and third sessions, the relationship between horizontal head rotation and contingent visual shift was experimentally manipulated (augmented gaze), the visual shift being twice (gain = 2.0) or thrice (gain = 3.0) the amount of head rotation. User experience, motion sickness and visual exploration were measured. We found (i) very high user experience ratings, regardless of the gain; (ii) no effect of gain on motion sickness; and (iii) increased visual exploration (slope = +46%) and decreased head rotation (slope = -18%) with augmented gaze. The improvement in visual exploration capacity, coupled with the lack of intolerance signs, suggests that augmented gaze can be a valuable tool to improve the "visual usability" of certain virtual reality applications for elders, including the oldest olds.

Effects of a 12-week, seated, virtual, home-based tele-exercise programme compared with a prerecorded video-based exercise programme in people with chronic neurological impairments: protocol for a randomised controlled trial

IntroductionExercise is vital to staying well and preventing secondary complications in people with chronic neurological impairments (CNI). Appropriate exercise is often inaccessible to this population. The purpose of the study...

The summary of flipped classroom learning activities assisted by merdeka mengajar platform in improving students' numeracy skills in solving fraction problems

Technology has transformed the way students learn in the 21st century. The emphasis is no longer solely on memorization but on developing critical, creative, collaborative, and communicative thinking skills, enabling students to solve real-world problems. However, despite this emphasis on 21st-century skills, students' numeracy skills still require significant improvement. The flipped classroom model is an alternative learning model that has shown promise in enhancing students' activity and numeracy skills in solving mathematical problems, specifically in the area of comparing and ordering fractions. This approach involves reversing the traditional classroom dynamic, with students learning at home through pre-recorded videos and engaging in interactive activities in the classroom, such as problem-solving exercises and discussions. To achieve the desired learning objectives, the development of effective learning materials is critical. Several techniques for comparing and ordering fractions are available in textbooks and on the internet, but the flipped classroom model, assisted by the Merdeka Mengajar platform, has combined graph area shading and other innovative techniques to deliver the material. The use of these techniques is expected to improve students' numeracy skills significantly, enabling them to solve fraction problems with greater ease and accuracy. By embracing technology and innovative teaching methodologies, educators can prepare students with the necessary skills to thrive in the rapidly evolving landscape of the 21st century.

Video in Survey Interviews: Effects on Data Quality and Respondent Experience.

This study investigates the extent to which video technologies - now ubiquitous - might be useful for survey measurement. We compare respondents' performance and experience (n = 1,067) in live video-mediated interviews, a web survey in which prerecorded interviewers read questions, and a conventional (textual) web survey. Compared to web survey respondents, those interviewed via live video were less likely to select the same response for all statements in a battery (non-differentiation) and reported higher satisfaction with their experience but provided more rounded numerical (presumably less thoughtful) answers and selected answers that were less sensitive (more socially desirable). This suggests the presence of a live interviewer, even if mediated, can keep respondents motivated and conscientious but may introduce time pressure - a likely reason for increased rounding - and social presence - a likely reason for more socially desirable responding. Respondents "interviewed" by a prerecorded interviewer, rounded fewer numerical answers and responded more candidly than did those in the other modes, but engaged in non-differentiation more than did live video respondents, suggesting there are advantages and disadvantages for both video modes. Both live and prerecorded video seem potentially viable for use in production surveys and may be especially valuable when in-person interviews are not feasible.

Effects of virtual reality immersion on postural stability during a dynamic transition task

ABSTRACT Dynamic postural stability paradigms with virtual reality (VR) provide a means to simulate real-world postural challenges and induce customised but controlled perturbations. The purpose of this study was to determine the effects of a VR unanticipated perceptual sport perturbation on postural stability compared to traditional methods. Sixteen individuals between the ages of 18–23 years (19.5 ± 1.4 years) with no history of injury within 12 months were recruited. A double-leg to single-leg transition task was performed on a force plate in one of the following conditions: eyes open (EO), eyes closed (EC), a sport video with a standard non-immersive computer monitor (SV), and VR. The VR and SV conditions used a pre-recorded tackle avoidance task video where participants shifted to a leg in the opposite direction of a simulated opponent, while EC and EO were completed with auditory prompts. Relative to the EO condition, EC and VR induced greater postural instability. The largest effect sizes were between VR and EO for path length (g = 3.57), mean velocity anterior-posterior centre of pressure (CoP) (g = 3.65), and mean velocity medial-lateral CoP (g = 3.27). By including VR, the difficulty of a clinically based postural stability task was increased to the level of EC while accounting for the sporting environment.

Effectiveness of live interactive vs. pre-recorded surgical video demonstration as a teaching methodology for cataract surgery among undergraduates

Effectiveness of live interactive vs. pre-recorded surgical video demonstration as a teaching methodology for cataract surgery among undergraduates

Accuracy Assessment and Guidelines for Manual Traffic Counts from Pre-Recorded Video Data

Accuracy Assessment and Guidelines for Manual Traffic Counts from Pre-Recorded Video Data

Agreement of Revised Premature Infant Pain Profile Scoring between Healthcare Providers and Laypersons: A Cross-sectional Study

Introduction: The experience of pain during the neonatal period has short and long-term consequences. The Revised Premature Infant Pain Profile (PIPP-R) is a globally accepted and validated tool for assessing pain in neonates. Adequate pain management measures can be implemented using the PIPP-R, even in the absence of consultants. Aim: To assess the agreement among healthcare providers and laypersons in scoring the PIPP-R. Materials and Methods: A cross-sectional study was conducted at Shree Krishna Hospital, a rural Tertiary Care Teaching Hospital in central Gujarat, India. The duration of the study was one year and six months, from January 2021 to June 2022. The study included 12 volunteers from various fields, such as consultant neonatologists, first year postgraduate students in Department of Paediatrics, neonatal nurses, social workers, Bachelor of Medicine, Bachelor of Surgery (MBBS) interns, and mothers of newborns. A neonatology consultant provided training on the PIPP-R scoring system using handouts and a presentation. The volunteers then evaluated 100 prerecorded videos of newborns undergoing painful procedures. Agreement between volunteers for the total PIPP-R score and its subcomponents was assessed using Bland-Altman analysis and Cohen’s Kappa statistics. Results: A total of 100 videos of newborns (51 girls, 49 boys) undergoing painful procedures were evaluated for the PIPP-R score. The mean age, gestational age, and birth weight of the newborns were 2.21±1.55 days, 37±2.44 weeks, and 2.56±0.72 kg, respectively. The procedures included heel prick for Random Blood Sugar (RBS) (44%), intravenous sampling/insertion (34%), and intramuscular vitamin K injection (22%). The mean difference with 95% Confidence Limits (CL) of total PIPP-R scores between the two consultants (neonatologists) was -0.640 (-5.196, 3.916). The length of the CL was -9.112, which fell outside the defined CL of 4.2 (20% of the total score), indicating unacceptable agreement between the two consultants. Similarly, agreement between each consultant and any of the other participants, including residents, nurses, interns, mothers, and social workers, regarding the total PIPP-R score, as well as its subcomponents, was also deemed unacceptable. Conclusion: The present study concluded that the inter-rater reliability of the PIPP-R score and its subcomponents was unacceptable between consultants and with any of the other participants.

Cooperative-flipped classroom under online modality: Enhancing students' mathematics achievement and critical thinking attitude

The effectiveness of devoting more time to student-centered activities than lectures inside the classroom is discussed in the paper. The use of pre-recorded videos of lessons to supplement teachers' lectures gives students plenty of time to prepare and study the material in advance and allows teachers to spend the majority of their lecture time on interactive activities that will encourage students to think critically and improve their communication skills. The study aimed to enhance the mathematics achievement and critical thinking attitude of senior high school students. As shown by the quantitative data gathered, the study demonstrated how teachers' teaching methods and students' attitudes toward critical thinking affect students' ability to do mathematical tasks. Significant differences were manifested in the pre-test and post-test results of mathematics achievement of the CFc group as well as in the post-test result of CFc and the pure online groups. A significant regression model was also shown to support the influence of critical thinking attitude on the mathematics achievement of the participants. Meanwhile, the qualitative data gathered from the journal of the students revealed that, as one of the lingering effects of the CoViD-19 pandemic in the Philippines, more exposure of students to self-paced and technology-aided teaching materials contributes to their ability to learn independently and examine their self-regulative learning process, which is a result of inverting the classroom. Additionally, in a mathematics classroom, cooperative learning techniques proved to be an excellent complement to flipped learning.

Exploring English Majors’ Views and Perceptions of Emergency Remote Learning, Learner Autonomy, and L1 Use in Asynchronous Video Lectures

The purpose of the present study was to explore university students’ views and perceptions of emergency remote learning (ERL), their self-reported degree of learner autonomy, and the use of the first language (L1) in asynchronous classes (i.e., pre-recorded video lectures) during their transition to ERL in Spring 2020. The participants were predominantly freshmen students studying English Language and Literature (ELL) at a public university in Turkey. The data was collected via a cross-sectional five-part web-based questionnaire using convenience sampling (n = 86). The study reveals interesting findings regarding (a) students’ views about ERL, (b) their self-reported degree of learner autonomy, (c) their views about lecturers’ L1 use in asynchronous video lectures, and (d) whether and how these variables are interrelated and can be predicted by background variables. The qualitative findings further suggest that students hold mixed opinions regarding their new learning experience and mention the technical issues, lack of contact, and psychological problems as the most urgent issues to be addressed. Students were also found to be quite autonomous, and this was correlated with ERL ratings. Additionally, a majority of the ELL students considered the use of L1 in video lectures acceptable as long as it was limited. The findings are likely to inform the academicians who teach English majors at higher education institutions as well as learning management system designers by providing them with various insights.

Evaluation of Traditional and Online Anatomy Teaching of Medical Students in the Covid 19 Pandemic

Amaç: Covid-19 pandemisi 2020 yılının başlarından beri tüm dünyayı etkilemiştir. Özellikle bu süreç içerisinde eğitim-öğretim faaliyetleri olumsuz yönde etkilenmiştir. Bu çalışma ile Covid-19 pandemisi döneminde çevrimiçi anatomi eğitiminin öğrenci geri bildirimleri ile değerlendirilmesi ve ilerleyen yıllarda çevrimiçi eğitimin daha aktif olarak kullanılmasının verimli olup olmayacağı sorgulanmıştır. Bununla birlikte, geleneksel anatomi öğretimini uzaktan öğretim yöntemiyle karşılaştırarak tıp öğrencilerinde Covid-19 salgınının anatomi öğretimi üzerindeki etkisinin belirlemesi üzerine tasarlanmıştır.Yöntem: Çalışma Akdeniz Üniversitesi Tıp Fakültesinde eğitim gören Dönem II ve Dönem III öğrencileri ile gerçekleştirilmiştir. Araştırmaya Dönem 2 öğrencilerinden 241 kişi, Dönem 3 öğrencilerinden ise 159 kişi olmak üzere toplamda 400 öğrenci dâhil edilmiştir. Çalışmaya katılan öğrencilerin %55’i erkek, %45’i kadındır. Dönem III öğrencileri anatomi eğitimini ağırlıklı olarak çevrimiçi yöntemlerle gerçekleştirirken, Dönem II öğrencileri anatomi eğitimini ağırlıklı olarak hibrit uygulama yöntemiyle tamamlamışlardır. Çalışmada Covid-19 pandemisi sırasında anatomi disiplini için sanal öğretim yöntemi hakkındaki görüşleri ve öğretim metotlarının, öğrenci üzerinde etkisi incelenmiştir. Yapılan anket çalışmasının sonucunda elde edilen veriler SPSS (Statistical Package for the Social Sciences) 25.00 paket programı ile analiz edilmiştir. Çalışmada 0,05'ten küçük p değerleri istatistiksel olarak anlamlı kabul edilmiştir.Bulgular: Geleneksel anatomi öğretimi en çok tercih edilen ve etkili öğretim yöntemi olmaya devam etmektedir. Öğrenciler, çevrimiçi anatomi yöntemlerinden en çok derslerin önceden kaydedilmiş video kayıtlarını yüksek düzeyde tercih etmişlerdir (p=0.01). Çalışmanın sonuçları değerlendirildiğinde çevrim içi yöntemlerin etkinlik ve verimlilik açısından faydalı olduğu tespit edilmiştir. Bununla birlikte öğrencilerin yüz yüze eğitim yöntemlerine kıyasla çevrimiçi eğitim yöntemlerini “kısmen” tercih ettiği belirlenmiştir (p=0,04). Bu bağlamda çevrimiçi eğitimin, yüz yüze eğitimin yerine tamamen geçemeyeceği fakat yüz yüze eğitim yöntemlerinin çevrimiçi eğitim yöntemleriyle desteklenebileceği sonucuna varılmaktadır.Sonuç: Çalışmanın sonucunda elde ettiğimiz veriler doğrultusunda pandemi döneminde öğrencilerinin aldığı çevrimiçi anatomi derslerinin ve yöntemlerinin mesleki gelişimleri açısından oldukça önemli olduğu sonucuna varılmıştır. Ancak çevrimiçi eğitimin, yüz yüze gerçekleştirilen örgün eğitim sisteminin yerini alamayacağını bir gerçektir. Bu çalışmanın çevrimiçi eğitim ve eğitim yöntemleri açısından sağlık bilimleri alanlarında yapılacak olan çalışmalar için bir kaynak oluşturacağını düşünmekteyiz. Bununla birlikte çeşitli uzaktan eğitim yöntemlerini geleneksel yüz yüze anatomi öğretimiyle karşılaştıran bu çalışma ile dijital öğrenmenin yüz yüze öğrenmeyi destekleyici bir işleve sahip olabileceği öngörülmektedir.

An Augmented Reality (AR) App Enhances the Pulmonary Function and Potency/Feasibility of Perioperative Rehabilitation in Patients Undergoing Orthopedic Surgery

Perioperative rehabilitation is crucial for patients receiving surgery in order to reduce complications and mortality. Conventional methods such as verbal instructions and pre-recorded video are commonly used, but several disadvantages exist. Therefore, we developed an augmented reality (AR) app that includes respiration training, resistance muscle training, and walking training for surgery preparation. The aim of this pilot study was to compare the effects of AR-based training rehabilitation programs with conventional (non-AR-based) programs considering the objective pulmonary function and subjective feasibility and potency in orthopedic patients. This prospective study was conducted in a medical center in Taiwan between 2018 to 2021. Sixty-six patients undergoing elective orthopedic surgery were allocated with a 1:1 ratio to non-AR or AR groups according to their wishes. After training, the inspiratory flow rate of the AR group was higher than that of the non-AR group pre-operatively. As for the subjective assessment, the feasibility (level of confidence and anxiety reduction) and potency (cooperation and educative effect) were superior in AR-based training, compared with the conventional training model. Our study showed that patients using our AR app had better subjective and objective outcomes compared with a conventional model for perioperative rehabilitation.