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dc.date.accessioned2022-02-20T22:44:37Z
dc.date.available2022-02-20T22:44:37Z
dc.date.copyright2018en_NZ
dc.identifier.citationResearch in Learning Technology, 26. https://doi.org/10.25304/rlt.v26.2150
dc.identifier.issn2156-7077en_NZ
dc.identifier.urihttp://hdl.handle.net/10292/14924
dc.description.abstractThis paper is based on the second stage of a Design-Based Research (DBR) project encompassing the initial prototyping of virtual reality (VR) simulation in Paramedicine education using self-reported and biometric feedback data. In this discussion paper we present the range of reflections and theoretical possibilities that arose from the piloting experience, and their implications in re-designing practice in Paramedicine education. We focus on the foundational literature and epistemological understandings coming from neurophenomenological cognitive science applied in technology-enhanced learning, using mixed reality (MR) in Paramedicine simulation learning as a case. We do so following the logic of a DBR methodological framework, in part demonstrating the usefulness of DBR when reflecting on applied practice to inform newer theoretical developments leading to further integrated solutions in future practice. In addition, we also put attention on a conceptual shift from a focus on VR, to a focus on MR with emphasis on the associated benefits offered by MR learning situations within Paramedicine education. Finally, we discuss the benefits of incorporating self-reported and biometric feedback data in Paramedicine education in particular, and in technology-enhanced learning in general, for the design of meaningful learning experiences informed by emotional and physiological responses of learners.en_NZ
dc.publisherAssociation for Learning Technology
dc.relation.urihttps://journal.alt.ac.uk/index.php/rlt/article/view/2150
dc.rightsAuthors contributing to Research in Learning Technology agree to publish their articles under a Creative Commons CC-BY 4.0 license, allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. Authors retain copyright of their work, with first publication rights granted to the Association for Learning Technology.
dc.subjectMixed reality; Biometric feedback; Self-report; Clinical simulationen_NZ
dc.titleEmbodied Reports in Paramedicine Mixed Reality Learningen_NZ
dc.typeJournal Article
dc.rights.accessrightsOpenAccessen_NZ
dc.identifier.doi10.25304/rlt.v26.2150en_NZ
dark.contributor.authorAguayo, Cen_NZ
dark.contributor.authorDañobeitia, Cen_NZ
dark.contributor.authorCochrane, Ten_NZ
dark.contributor.authorAiello, Sen_NZ
dark.contributor.authorCook, Sen_NZ
dark.contributor.authorCuevas, Aen_NZ
aut.relation.endpage17
aut.relation.startpage1
aut.relation.volume26en_NZ
pubs.elements-id350662
aut.relation.journalResearch in Learning Technologyen_NZ


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