Piloting Multimodal Learning Analytics using Mobile Mixed Reality in Health Education

© 2019 IEEE. Mobile mixed reality has been shown to increase higher achievement and lower cognitive load within spatial disciplines. However, traditional methods of assessment restrict examiners ability to holistically assess spatial understanding. Multimodal learning analytics seeks to investigate how combinations of data types such as spatial data and traditional assessment can be combined to better understand both the learner and learning environment. This paper explores the pedagogical possibilities of a smartphone enabled mixed reality multimodal learning analytics case study for health education, focused on learning the anatomy of the heart. The context for this study is the first loop of a design based research study exploring the acquisition and retention of knowledge by piloting the proposed system with practicing health experts. Outcomes from the pilot study showed engagement and enthusiasm of the method among the experts, but also demonstrated problems to overcome in the pedagogical method before deployment with learners

Educational Uses of Augmented Reality (AR): Experiences in Educational Science

Augmented Reality (AR) is an emerging technology that is gaining greater influence on teaching every day. AR, together with mobile technology, is defined as one of the most efficient pairs for supporting significant and ubiquitous learning. Purpose of the study: the Instructional Material Motivational Survey (IMMS), by Keller, was used to determine the degree of motivation possessed by the Pedagogy students on the utilization of the notes enriched with AR in the classroom, available for their didactic use through mobile devices. Methods: through an app designed for the courses Education Technology (ET) and Information and Communication Technologies (ICT) Applied to Education, the motivation gained when participating in this experience, and how it influences the improvement of academic performance, was evaluated. Results and conclusions: the most notable main result was finding a strong relationship between the motivation of the students when using the enriched notes and the increase of performance in the academic subject where it was used. Likewise, it was proved that the use of Augmented Reality benefited the learning process itself

Piloting mobile mixed reality simulation in paramedic distance education

New pedagogical methods delivered through mobile mixed reality (via a user-supplied mobile phone incorporating 3d printing and augmented reality) are becoming possible in distance education, shifting pedagogy from 2D images, words and videos to interactive simulations and immersive mobile skill training environments. This paper presents insights from the implementation and testing of a mobile mixed reality intervention in an Australian distance paramedic science classroom. The context of this mobile simulation study is skills acquisition in airways management focusing on direct laryngoscopy with foreign body removal. The intervention aims to assist distance education learners in practicing skills prior to attending mandatory residential schools and helps build a baseline equality between those students that study face to face and those at a distance. Outcomes from the pilot study showed improvements in several key performance indicators in the distance learners, but also demonstrated problems to overcome in the pedagogical method

Optical coherence tomography-based consensus definition for lamellar macular hole.

BackgroundA consensus on an optical coherence tomography definition of lamellar macular hole (LMH) and similar conditions is needed.MethodsThe panel reviewed relevant peer-reviewed literature to reach an accord on LMH definition and to differentiate LMH from other similar conditions.ResultsThe panel reached a consensus on the definition of three clinical entities: LMH, epiretinal membrane (ERM) foveoschisis and macular pseudohole (MPH). LMH definition is based on three mandatory criteria and three optional anatomical features. The three mandatory criteria are the presence of irregular foveal contour, the presence of a foveal cavity with undermined edges and the apparent loss of foveal tissue. Optional anatomical features include the presence of epiretinal proliferation, the presence of a central foveal bump and the disruption of the ellipsoid zone. ERM foveoschisis definition is based on two mandatory criteria: the presence of ERM and the presence of schisis at the level of Henle's fibre layer. Three optional anatomical features can also be present: the presence of microcystoid spaces in the inner nuclear layer (INL), an increase of retinal thickness and the presence of retinal wrinkling. MPH definition is based on three mandatory criteria and two optional anatomical features. Mandatory criteria include the presence of a foveal sparing ERM, the presence of a steepened foveal profile and an increased central retinal thickness. Optional anatomical features are the presence of microcystoid spaces in the INL and a normal retinal thickness.ConclusionsThe use of the proposed definitions may provide uniform language for clinicians and future research