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A Systematic Review of Augmented Reality in Health Sciences: A Guide to Decision-Making in Higher Education

Author

Listed:
  • Carlos Rodríguez-Abad

    (Department of Psychiatry, Radiology, Public Health, Nursing and Medicine, Faculty of Nursing, University of Santiago de Compostela, 15704 Santiago de Compostela, Spain
    Both authors contributed equally to this work.)

  • Josefa-del-Carmen Fernández-de-la-Iglesia

    (Department of Pedagogy and Didactics, Faculty of Education Sciences, University of Santiago de Compostela, 15704 Santiago de Compostela, Spain
    Both authors contributed equally to this work.)

  • Alba-Elena Martínez-Santos

    (Department of Psychiatry, Radiology, Public Health, Nursing and Medicine, Faculty of Nursing, University of Santiago de Compostela, 15704 Santiago de Compostela, Spain)

  • Raquel Rodríguez-González

    (Department of Psychiatry, Radiology, Public Health, Nursing and Medicine, Faculty of Nursing, University of Santiago de Compostela, 15704 Santiago de Compostela, Spain)

Abstract

The objective of this study was to investigate the usability of the augmented reality (AR) in higher education in the area of health sciences to describe what type of interventions have been developed, their impact on various psychopedagogical aspects of the students as well as the main advantages, disadvantages and challenges in incorporating AR in the teaching-learning process. A systematic review was carried out in the CINAHL, PsycINFO, MEDLINE, Web of Science databases and the Google Scholar search engine. The search was limited to original research articles written in English, Spanish or Portuguese since 2014. The quality of the selected articles ( n = 19) was assessed using the Mixed Methods Appraisal Tool (MMAT). The applications and electronic devices used and the measurement instruments used were described. The use of AR made it easier for students to acquire skills, especially in courses with a high component of three-dimensional visualization, and positively influenced various aspects of the learning process such as motivation, satisfaction or autonomous learning. As an educational technological tool applied to higher education in health sciences, AR improves the teaching-learning process by influencing it in a multidimensional way.

Suggested Citation

  • Carlos Rodríguez-Abad & Josefa-del-Carmen Fernández-de-la-Iglesia & Alba-Elena Martínez-Santos & Raquel Rodríguez-González, 2021. "A Systematic Review of Augmented Reality in Health Sciences: A Guide to Decision-Making in Higher Education," IJERPH, MDPI, vol. 18(8), pages 1-18, April.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:8:p:4262-:d:538008
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    References listed on IDEAS

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    1. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
    2. Alessandro Liberati & Douglas G Altman & Jennifer Tetzlaff & Cynthia Mulrow & Peter C Gøtzsche & John P A Ioannidis & Mike Clarke & P J Devereaux & Jos Kleijnen & David Moher, 2009. "The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-28, July.
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