Exploring Mobile Mixed Reality in Healthcare Higher Education: A Systematic Review

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aut.relation.endpage2131
aut.relation.journalResearch in Learning Technologyen_NZ
aut.relation.startpage2131
aut.relation.volume26en_NZ
aut.researcherStretton, Todd
dc.contributor.authorStretton, Ten_NZ
dc.contributor.authorCochrane, Ten_NZ
dc.contributor.authorNarayan, Ven_NZ
dc.date.accessioned2018-11-28T02:09:36Z
dc.date.available2018-11-28T02:09:36Z
dc.date.copyright2018-11-27en_NZ
dc.date.issued2018-11-27en_NZ
dc.description.abstractBackground: The evolution of technology and simulation has had a significant impact on clinical education. However, it remains grounded in traditional teaching paradigms, limiting potential for enhanced learning. Furthermore, the impact of mixed reality enabled mobile devices remains underexplored. Purpose: The aim of this article was to investigate mobile learning and mixed reality in healthcare higher education. Method: A search of six databases from the earliest available date to 30 February 2018 and a hand search of journals and included studies was performed. Inclusion criteria focused on ‘healthcare’, ‘higher education’, ‘mobile learning’ and ‘mixed reality’. All study designs were included, though they were limited to the English language. The checklist of the Preferred Reporting Items for Systematic Reviews and Meta-Analysis was used as a framework for the review, with included studies critiqued using the mixed methods appraisal tool. Results: The search generated 1484 studies, with 18 meeting inclusion criteria. The majority of studies utilised mobile mixed reality (mMR) for teaching procedural skills with established mobile platforms; anatomy; and clinical assessment. mMR demonstrated benefits in skill competency and knowledge scores when compared to control. Users were favourable towards future use of mMR. Conclusion: While mMR successfully delivered some clinical skills; the pedagogical impact of engagement with higher order clinical reasoning remains a challenge for future studies.en_NZ
dc.identifier.citationResearch in Learning Technology 2018, 26: 2131
dc.identifier.doi10.25304/rlt.v26.21301en_NZ
dc.identifier.issn2156-7069en_NZ
dc.identifier.urihttps://hdl.handle.net/10292/12089
dc.publisherCo-Action Publishingen_NZ
dc.relation.urihttps://journal.alt.ac.uk/index.php/rlt/article/view/2131en_NZ
dc.rightsResearch in Learning Technology - Print ISSN 2156-7069; Online ISSN: 2156-7077 - is an Open Access Journal published by the Association for Learning Technology. Author(s), their employer(s), or their funder(s) retain copyright, but license ALT to publish their work under a Creative Commons Attribution 4.0 International (CC-BY 4.0) License. Articles will be published online immediately after the final corrections of the master proof have been made. Articles are assigned a DOI number (Digital Object Identifier) for citation and other purposes.
dc.rights.accessrightsOpenAccessen_NZ
dc.subjectMobile Learningen_NZ
dc.subjectMedicalen_NZ
dc.subjectEnhanced Clinical Skillsen_NZ
dc.subjectScholarship of Technology Enhanced Learningen_NZ
dc.subjectPedagogyen_NZ
dc.titleExploring Mobile Mixed Reality in Healthcare Higher Education: A Systematic Reviewen_NZ
dc.typeJournal Article
pubs.elements-id349839
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Health & Environmental Science
pubs.organisational-data/AUT/Health & Environmental Science/Clinical Sciences
pubs.organisational-data/AUT/PBRF
pubs.organisational-data/AUT/PBRF/PBRF Health and Environmental Sciences
pubs.organisational-data/AUT/PBRF/PBRF Health and Environmental Sciences/HH Clinical Sciences 2018 PBRF
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