Applying Augmented Reality to Convey Medical Knowledge on Osteoclasts to Users of a Serious Game: Vignette Experiment
Introducing new technology such as AR into teaching requires technological investment, updated curricula, and careful application of learning paradigms. We found support for improved motivation (H1) and some evidence of AR's baseline effectiveness (H2a). While we could not confirm AR's impact on visual tasks overall (H2b), we noted an interesting interaction between curiosity and visual task outcomes (H2c), as well as how game design influences student perception of the material (H2d). Due to attrition, long-term learning outcomes (H3) could not be assessed. AR-based learning may particularly benefit curious students, who often struggle with text-heavy methods. As students are increasingly accustomed to brief, engaging content, teaching approaches must adapt.
Authors
- Violaine Fayolle (ORCID: https://orcid.org/0000-0002-7622-2449)
- Reinhard Gruber (ORCID: https://orcid.org/0000-0001-5400-9009)
- Julia Chatain (ORCID: https://orcid.org/0000-0003-1626-4601)
- Bernd Stadlinger (ORCID: https://orcid.org/0000-0001-5044-7052)
- Jascha Grübel (ORCID: https://orcid.org/0000-0002-6428-4685)
- Claudio Schmid (ORCID: https://orcid.org/0000-0002-8379-9000)
- Fabio Zünd (ORCID: https://orcid.org/0009-0006-6366-587X)
Institutions
- Harvard University (US)
- University of Zurich (CH)
- ETH Zurich (CH)
- Technologies pour la Santé (FR)
- Dana-Farber/Harvard Cancer Center (US)
- Walt Disney (Switzerland) (CH)
- Medical University of Vienna (AT)
- Wageningen University & Research (NL)
Publication Details
- Journal
- JMIR Serious Games
- Published
- 2025-03-07
- DOI
- https://doi.org/10.2196/64751
- Citations
- 1
- Primary Topic
- Augmented Reality Applications
- Type
- article
- Field-Weighted Citation Impact
- 1.28
Funders
- Eidgenössische Technische Hochschule Zürich