Dokument: Engagement is not encoding: Outcome alignment determines the effectiveness of mixed reality in medical education
| Titel: | Engagement is not encoding: Outcome alignment determines the effectiveness of mixed reality in medical education | |||||||
| URL für Lesezeichen: | https://docserv.uni-duesseldorf.de/servlets/DocumentServlet?id=73925 | |||||||
| URN (NBN): | urn:nbn:de:hbz:061-20260713-125405-2 | |||||||
| Kollektion: | Publikationen | |||||||
| Sprache: | Englisch | |||||||
| Dokumententyp: | Wissenschaftliche Texte » Artikel, Aufsatz | |||||||
| Medientyp: | Text | |||||||
| Autoren: | Karnatz, Nadia [Autor] Kaffka, David [Autor] Parviz, Aida [Autor] Caso, Angela Rosa [Autor] Schwerter, Michael [Autor] Liu, Shufang [Autor] Wong, Raymond [Autor] Rana, Majeed [Autor] | |||||||
| Dateien: |
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| Stichwörter: | Mixed reality , Randomised controlled trial , Learning outcomes , Perceptions , Medical education | |||||||
| Beschreibung: | Mixed Reality (MR) technologies are increasingly discussed as a resource-efficient option to support high-quality teaching in medical education. Yet the literature is still dominated by feasibility studies and systematic reviews; controlled comparative studies remain less common. The study aimed to assess whether mixed reality provides a learning benefit in a single, time-limited teaching session and to characterise students’ perceptions and how these change from pre-to post-session. An exploratory questionnaire was developed in advance based on semi-structured, guide–based interviews (n = 15). Subsequently, 46 medical and dental students were randomised to either an intervention group (mixed reality; n = 23) or a control group (script-based conventional teaching; n = 23). After the respective learning unit (a clinically oriented anatomy session), a knowledge recall test was administered. Subjective ratings in the domains of prior knowledge, educational relevance, visualisation, understanding, interaction, technical aspects and critical feedback were collected using pre- and post-questionnaires to capture changes in perception and the extent of opinion change. In the between-group comparison, no consistent differences were observed pre- or post-intervention, nor with regard to the extent of opinion change. Within-group pre–post analyses assessed perception change. In the control group, significant pre–post changes were found in 6 of 7 domains (prior knowledge p < 0.001; educational relevance p < 0.001; visualisation p < 0.001; understanding p < 0.001; interaction p = 0.023; technical aspects p = 0.004). In contrast, in the critical feedback domain, a significant difference was observed only in the intervention group (p = 0.029). In the knowledge recall test, the control group performed significantly better (p = 0.008). | |||||||
| Rechtliche Vermerke: | Originalveröffentlichung:
Karnatz, N., Kaffka, D., Caso, A. R., Schwerter, M., Liu, S., Wong, R., Parviz, A., & Rana, M. (2026). Engagement is not encoding: Outcome alignment determines the effectiveness of mixed reality in medical education. Journal of Cranio-Maxillofacial Surgery, 54(9), Article 104618. https://doi.org/10.1016/j.jcms.2026.104618 | |||||||
| Lizenz: |  Dieses Werk ist lizenziert unter einer Creative Commons Namensnennung 4.0 International Lizenz | |||||||
| Fachbereich / Einrichtung: | Medizinische Fakultät | |||||||
| Dokument erstellt am: | 13.07.2026 | |||||||
| Dateien geändert am: | 13.07.2026 |
