A Study on Effective Usage and Evaluation of the Projection Hands-Free Manual

抄録

This study reports the findings on training methods utilizing the projection-based hands-free augmented reality manual (PHM) that we developed. Eighteen participants who had completed a lecture on artificial organs and consented to participate in this study were enrolled. Participants were informed beforehand that they would assemble a hemodialysis circuit using the PHM and take tests after completing the task. Participants were divided into three groups: individual group (solo learning), conventional group (conventional group learning), and collaborative group (instructed to collaboratively assemble the circuit). After learning, participants were individually tested without using the PHM. Subsequently, a questionnaire survey was conducted to compare educational effects regarding accuracy and time required. The Kruskal-Wallis test (KW) was used to determine differences among the three groups and the Steel-Dwass test (SD) was used to compare between two groups, both with a 5% significance level. A significant difference in learning time was observed among the three groups, with a very large effect size of 0.766 (η²: KW). The median correct answer rate in the immediate post-learning test was 66.5 for the collaborative learning group, 61 for the individual learning group, and 59 for the conventional learning group. One week later, the collaborative learning group scored 64.5 (a decrease of 2 points), the individual learning group scored 59 (a decrease of 2.5 points), and the traditional learning group scored 54 (a decrease of 5 points). In the immediate post-learning test, a significant difference in correct answer rate was observed between the collaborative learning group and the traditional learning group, with a very large effect size of 1.11 (d: SD). A comparison among the three groups one week later again showed a very large effect size of 0.16 (η²: KW). No significant differences were found in the time required for the immediate and one-week post-learning tests, and in the decline in correct answer rate for the one-week post-learning test. Based on the grading trends, it may be necessary to inform students during class that “a test will be administered after class.” This would allow students to deepen their understanding of the teaching material through collaboration during the learning process.