AI Article Synopsis
- Traditional teaching methods often involve passive listening, but incorporating 3D holograms may enhance student engagement and learning, especially in nursing education.
- A study conducted at Mackay Medical College in Taiwan involved 90 third-year nursing students, randomly divided into a group using 3D holograms and a control group learning through traditional lectures.
- Results showed significant improvements in knowledge and practical skills among students who learned with 3D holograms compared to those who did not, indicating the effectiveness of this innovative teaching method.
Article Abstract
Background: Traditional teaching approaches are generally teacher-directed, and students are taught in a manner that is conducive to sitting and listening. Using three-dimensional (3D) holograms has many benefits in a higher education environment. However, relevant studies on this topic are very limited.
Objectives: To confirm the efficacy of 3D holograms for educational purposes to support the academic and practical performance of nursing students.
Design: A randomly allocated pretest and posttest quasi-experimental design.
Settings: Mackay Medical College in Taiwan.
Participants: Ninety third-year nursing students at a medical school in Taiwan.
Methods: The data were collected between January and May 2020. The participants were randomly allocated to an intervention group and a control group. The learning method used in the intervention group was a combination of a 3D hologram learning module and classroom lectures. The control group was exposed to classroom lectures without 3D holograms. The tool included hardware (Windows Mixed Reality Helmet and VR Remote Control) and software (Health Assessment® and Patient First Patient Condition VR System®). The Health Assessment and Practice Knowledge Assessment tool and the Health Assessment and Practice Techniques Performance tool were used to evaluate the effects of the study intervention on the knowledge and techniques of the students.
Results: A total of 79 participants (40 in the intervention group and 39 in the control group) were included in the final statistical analysis. The response rate was 88%. Statistically significant differences in knowledge and practical learning in the health assessment and practice course were observed between the intervention group and the control group (p < .05). The η effect level was 0.134.
Conclusions: After attending classroom lectures, the students who also attended the 3D hologram-based laboratory courses had significantly higher knowledge and practical learning scores. This approach may be used as a complementary learning tool in higher education.
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Source |
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| http://dx.doi.org/10.1016/j.nedt.2021.105081 | DOI Listing |
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