Research shows that the addition of extended reality (XR) in healthcare education is advantageous as it enhances the learning experience and improves students’ knowledge and motivation to learn. Its use has been documented in nearly all areas of healthcare education but is much less explored in the realm of anesthesia. This research project focuses on a branch of XR known as augmented reality (AR) and its use as an adjunct learning tool in the curricula for nurse anesthesia. Keller’s Attention, Relevance, Confidence, and Satisfaction (ARCS) Model of Motivation guided the design of this project to understand the impact AR technology had on second year student registered nurse anesthetists’ (SRNA) motivation towards learning. Students used an AR mobile application to interact with a realistic anatomical structure of the human larynx and completed a related worksheet. A post-assessment Likert-type Instructional Materials Motivation Survey (IMMS) was used to assess AR’s impact on learner motivation as it relates to each of the four ARCS model constructs. Each construct yielded a high average score amongst participants, thereby indicating a positive learning experience. The results imply that AR enhances current learning modalities and may directly influence students’ motivation to learn. The evidence is supportive for the use of AR as an adjunct learning tool in nurse anesthesia education. Future studies are needed to evaluate the efficacy of AR as a result of its integration into curricula.
Copyright 2019 all authors
Cooper, Rachel M., "Augmented Reality in Nurse Anesthesia Education" (2019). DNP Final Project Depository. 4.