The cARe project explores two examples of how Augmented Reality (AR) could be used to enhance learning. The examples focus on the use of AR with nursing students. Further details of the projects are described below. You can also watch the video that was used to describe the project.
Example 1 – Clinical Skills Laboratory
The first of these projects looked at the use of AR in supporting simulated practice. Within simulated practice students are exposed to a variety of nursing activities in a clinical skills learning laboratory. During these sessions, students work in pairs / small groups and rotate around different clinical skills stations (for example, handwashing, urinalysis, gloves and aprons, blood pressure) or enact scenarios based on patient care, to create an environment that mirrors real life experiences.
In this example a series of markers were set up around the laboratory. Using the cARe app an iPad (that was loaned to them) and a headphone splitter (so that both students could simultaneously access and listen to a resource), students were able to access interactive resources over relevant to a workstation. The resources that students had access to were adapted, converted and further developed from the CeTL website (a City University resource that offers learning resources related to clinical and communication skills).
The essential resources were accessed before, after and during practicing a skills enabling students to reflect on their learning (experiential learning), work together (promoting collaborative learning and peer feedback) and at their own pace (self paced learning). This set up has helped move away from a didactic instructor focused laboratory.
To gain some initial student feedback a group of students were filmed as they used the technology and then asked to participate in a focus group. The video below shows how they used the technology in more detail.
The feedback offered by students was extremely positive, with all participant indicating that the use of this technology is something that would offer value to their learning.
The main insights from the focus group indicated that:
- The technology was fun and hence added to student motivation
- The overlaid data could be more interactive (e.g. Include quizzes)
- Students were willing to use their own devices, but not all students had access to the mobile devices required (as such it is proposed that devices are available on loan)
Example 2 – Public Health Walk
Student nurses at City University are allocated to one community of practice in East London. It is very important that students have an appreciation of the culture, history and social composition of the area they are working in. A public health walk, which involves walking around an area while identifying and experiencing public health-related activities and issues, such as the number of fast food outlets, can help identify public health issues (Bryar and Orr; 2012, p. 102). The AR solution involved developing a route around East London with key points of interest. When students arrive at different points, they can access key resources and data related to their immediate surroundings.
A mosque, synagogue, library, brewery, hospital and a market are points along the route.
The video below provides an introduction to the walk for the students. It highlights the purpose of the walk.
Context specific resources were created that students could access at each spot. Working in groups of approximately 5, the students are set a series of reflective activities that should be completed collaboratively. Since students have mobile devices with them it is the intention that they will be able to tweet comments and pictures, utilising social media.