Enhancing Simulation Training through Immersive Reality: MESH360
Loading...
Files
Size: 982.24 KB, File format: Adobe PDF
Size: 19.13 KB, File format: Microsoft Word 2007+
Date
Authors
Aiello, Stephen
Cochrane, Thomas
Aguayo, Claudio
Supervisor
Item type
Degree name
Journal Title
Journal ISSN
Volume Title
Publisher
Open Access Publishing Association
Abstract
This paper critically evaluates the third prototype design iteration of an immersive reality (XR) enhanced simulation project in healthcare higher education. Drawing from design principles developed since the project’s inception in 2016, the research addresses a gap in current literature: whilst XR has demonstrated positive impacts on clinical skill development, examples of longitudinal studies and engagement with learning theory to inform the design of these environments remain limited. The MESH360 project applies design-based research (DBR) to explore the impact of XR-enhanced simulation for training novice and professional paramedics, triangulating participant feedback, observation, and biometric data. The resulting XR design principles provide a framework for transferable learning designs in high-risk, practice-based environments.
Description
Keywords
1301 Education Systems, 1302 Curriculum and Pedagogy, 3901 Curriculum and pedagogy, 3903 Education systems, biometrics, Design-based research, healthcare education, clinical simulation, XR
Source
Journal of University Teaching and Learning Practice, ISSN: 1449-9789 (Print); 1449-9789 (Online), Open Access Publishing Association. doi: 10.53761/ma83x498
Publisher's version
Rights statement
Creative Commons Attribution CC BY-ND
Copyright © by the authors, in its year of first publication. Open access.
Copyright © by the authors, in its year of first publication. Open access.
Permanent link
Collections
Endorsement
Review
Supplemented By
Referenced By
Creative Commons license
Except where otherwise noted, this item's license is described as Creative Commons Attribution CC BY-ND