gms | German Medical Science

Background: A digital teaching and learning concept using location-independent, multi-user Augmented reality (AR) training simulations is being developed in the department of midwifery science at the University of Applied Sciences (Hochschule fuer Gesundheit Bochum). Three training situations are implemented in the curriculum and evaluated. They all relate to emergency management: preparing emergency tocolysis, resuscitation of a newborn and preparing women for caesarean section are modelled as proof-of-concepts for future applications. In order to implement AR learning scenarios as a new form of teaching and learning trainings are offered for lecturers and students about the teaching and learning opportunities as well as train them in their handling.

Aim/Research question: What kind of support do lecturers need to integrate AR into their lectures? Which aspects are particularly important to ensure acceptance among lecturers?

Methods: The trainings are scheduled in small groups with a duration of three to four hours face-to-face or online. They are designed with a large practical part to become familiar with the new technology and to generate ideas for transferring it to own courses. The lecturers are accompanied by experts in computer science and didactics, on the one hand to support the use of the new technology and on the other hand to assimilate continuous feedback on the use of the AR app for subsequent development opportunities. The individual AR applications are evaluated in relation to the implemented learning objectives and the didactic design. In addition, all training courses are also evaluated.

Results: Four out of six training courses will be carried out by February 2022.

By including the three AR scenarios in the training courses, technical and didactic knowledge could be gained from the evaluations for the re-design. Based on the lecture feedback, the transfer of expert knowledge were adjusted. The lectures were also asked about their attitudes towards digital learning and teaching. This showed that 9 out of 11 had very good to good digital skills in the field of e-learning. The attitude towards the use of AR learning scenarios for emergency training was also predominantly positive (7; n=11). Furthermore, the lectures evaluation for the scenario “Preparing an emergency tocolysis” showed that they found the AR app helpful as a new learning medium and were satisfied with the training concept (11, n=11).

Relevancy: The lecturer training courses are implemented as a part of the transfer measures within the Heb@AR project. In addition, based on the results, a simplified authoring tool to design an AR scenarios will be developed enabling lecturers to edit existing AR scenarios and create new AR scenarios without having to have knowledge in software development.

Recommendations/Conclusion: AR applications to support the education of midwives require training in technology and didactics that is tailored to the teachers in order to be integrated into teaching in a sustainable way. In Germany, AR applications development an utilization in the university context are scare. This research project will provide important insights into whether and how these technologies can be utilised in an optimal way.

Ethics and conflicts of interest: A vote on ethics was not necessary. The research was supported by external funding. There are no conflicts of interest.