Augmented Reality som wearable

Et design for visuel læring i sygeplejerskeuddannelsens anatomiundervisning

Mie Buhl, Annette Rahn

Research output: Contribution to journalJournal articleResearchpeer-review

Abstract

The article presents a project about design and implementation of Augmented Reality (AR) as a digital wearable in nursing education, more specifically in teaching lung anatomy and respiration focusing on visual learning. The project investigates how an AR application operated via an iPad and a tag worn by a person enhances learning of the relations between the physical lung and the visualrepresentation of a lung. The investigation addressed draws on Design Based Research (DBR) and theoretical knowledge of AR and wearables, Inquiry Based Science Education (IBSE) visual learning, and visual cultures of medicine. The design tests show that AR and wearables promote visual learning in a positive way. Furthermore, the design tests show that even small technical adjustments change students’ focus from learning content to technological improvements.Finally, we conclude that the combination between wearable and IBSE facilitate visual learning and support a holistic approach to learning anatomy which may be transferred to patient care.
Original languageDanish
JournalSundhedsprofessionelle studier
Volume3
Issue number1
Pages (from-to)1-22
Number of pages22
ISSN2446-1563
Publication statusPublished - 23 Feb 2019

Cite this

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title = "Augmented Reality som wearable: Et design for visuel l{\ae}ring i sygeplejerskeuddannelsens anatomiundervisning",
abstract = "The article presents a project about design and implementation of Augmented Reality (AR) as a digital wearable in nursing education, more specifically in teaching lung anatomy and respiration focusing on visual learning. The project investigates how an AR application operated via an iPad and a tag worn by a person enhances learning of the relations between the physical lung and the visualrepresentation of a lung. The investigation addressed draws on Design Based Research (DBR) and theoretical knowledge of AR and wearables, Inquiry Based Science Education (IBSE) visual learning, and visual cultures of medicine. The design tests show that AR and wearables promote visual learning in a positive way. Furthermore, the design tests show that even small technical adjustments change students’ focus from learning content to technological improvements.Finally, we conclude that the combination between wearable and IBSE facilitate visual learning and support a holistic approach to learning anatomy which may be transferred to patient care.",
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Augmented Reality som wearable : Et design for visuel læring i sygeplejerskeuddannelsens anatomiundervisning. / Buhl, Mie; Rahn, Annette .

In: Sundhedsprofessionelle studier, Vol. 3, No. 1, 23.02.2019, p. 1-22.

Research output: Contribution to journalJournal articleResearchpeer-review

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AU - Buhl, Mie

AU - Rahn, Annette

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PY - 2019/2/23

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AB - The article presents a project about design and implementation of Augmented Reality (AR) as a digital wearable in nursing education, more specifically in teaching lung anatomy and respiration focusing on visual learning. The project investigates how an AR application operated via an iPad and a tag worn by a person enhances learning of the relations between the physical lung and the visualrepresentation of a lung. The investigation addressed draws on Design Based Research (DBR) and theoretical knowledge of AR and wearables, Inquiry Based Science Education (IBSE) visual learning, and visual cultures of medicine. The design tests show that AR and wearables promote visual learning in a positive way. Furthermore, the design tests show that even small technical adjustments change students’ focus from learning content to technological improvements.Finally, we conclude that the combination between wearable and IBSE facilitate visual learning and support a holistic approach to learning anatomy which may be transferred to patient care.

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