The effectiveness of using digital applications for diabetes mellitus with augmented reality models as learning media in pharmacy education
DOI:
https://doi.org/10.46542/pe.2023.232.5359Keywords:
Augmented reality, Diabetes Mellitus, Learning mediaAbstract
Background: Learning in the fields of pharmacology and specialists requires experience or imagination in the material being studied. It has its own difficulties, especially understanding the introduction of diabetes mellitus treatment. Augmented Reality (AR) technology is one alternative to traditional teaching methods to show strong potential in improving the quality of learning.
Objective: To design applications and provide information for using Android-based mobile AR technology as an interactive learning module about diabetes mellitus drug information.
Methods: The application of AR in this study uses a marker-based method and a monitor-based system. The research design is to evaluate the function test and informational knowledge of Diabetes Mellitus of quasi-experimental. There were 60 pharmacy students who filled out a questionnaire on the use and knowledge of the DMAR (Diabetes Mellitus Augmented Reality) tool.
Result: The application system was tested and found to work effectively. The results of the assessment of the response of DMAR media users on the aspect of usefulness with an average score of 4.35 (87.0%); Media design 4.23 (84.7%); ease of learning 4.40 (88.0%) and satisfaction 4.45 (89.0%). AR technology is able to support student learning on the chosen topic of 76.2% and showing effective way to improve student learning with p-value < 0.001.
Conclusion: AR technology is an effective way to improve student learning about diabetes mellitus drug information. Instructional information can be presented in various attractive formats, and it is easier for pharmacy students to study independently anywhere and anytime (before, during, and after lectures) thereby improving performance and learning outcomes.
References
Albrecht, U.-V., Folta-Schoofs, K., Behrends, M., & von Jan, U. (2013). Effects of Mobile Augmented Reality Learning Compared to Textbook Learning on Medical Students: Randomized Controlled Pilot Study. Journal of Medical Internet Research, 15(8), e182. https://doi.org/10.2196/jmir.2497
Anmarkrud, Ø., Andresen, A., & Bråten, I. (2019). Cognitive Load and Working Memory in Multimedia Learning: Conceptual and Measurement Issues. Educational Psychologist, 54(2), 61–83. https://doi.org/10.1080/00461520.2018.1554484
Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented reality trends in education: A systematic review of research and applications. Educational Technology and Society, 17(4)
Brunton, L.L., & Knollmann Björn, C. (2023) Goodman & Gilman's the pharmacological basis of Therapeutics. New York: McGraw Hill
Cheng, K.-H., & Tsai, C.-C. (2016). The interaction of child-parent shared reading with an augmented reality (AR) picture book and parents’ conceptions of AR learning. British Journal of Educational Technology, 47(1), 203–222. https://doi.org/10.1111/bjet.12228
Coyne, L., Merritt, T.A., Parmentier, B.L., Sharpton, R.A., & Takemoto, J.K. (2019). The Past, Present, and Future of Virtual Reality in Pharmacy Education. American Journal of Pharmaceutical Education, 83(3), 7456. https://doi.org/10.5688/ajpe7456
Elliott, W.V., Suda, K.J., Hamilton, L.A., Curry, K.Y., & Byrd, D.C. (2014). Impact of elimination of learner-centered assignments on students’ performance in and evaluation of a drug information and literature evaluation course. Currents in Pharmacy Teaching and Learning, 6(4), 483–487. https://doi.org/10.1016/j.cptl.2014.04.001
Gavin Zhang, Y., & Yan Dang, M. (2020). Understanding Essential Factors in Influencing Technology-Supported Learning: A Model toward Blended Learning Success. Journal of Information Technology Education: Research, 19, 489–510. https://doi.org/10.28945/4597
Gerup, J., Soerensen, C.B., & Dieckmann, P. (2020). Augmented reality and mixed reality for healthcare education beyond surgery: an integrative review. International Journal of Medical Education, 11, 1–18. https://doi.org/10.5116/ijme.5e01.eb1a
Gierwiało, R., Witkowski, M., Kosieradzki, M., Lisik, W., Groszkowski, Ł., & Sitnik, R. (2019). Medical Augmented-Reality Visualizer for Surgical Training and Education in Medicine. Applied Sciences, 9(13), 2732. https://doi.org/10.3390/app9132732
Küçük, S., Kapakin, S., & Göktaş, Y. (2016). Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load. Anatomical Sciences Education, 9(5), 411–421. https://doi.org/10.1002/ase.1603
Kurniawan, Adin Hakim. Fajri, P. (2020). Factors Associated With The ‘ Dagusibu ’ Drug Management Behavior Via Home Pharmacy Care For Community In Central Jakarta DISTRICT Jurusan Farmasi Politeknik Kesehatan Kemenkes Jakarta II Jl . Percetakan Negara No . 23 Jakarta Pusat , 10560 , Indonesia Su. 11(2), 122–135
Manrique-Juan, C., Grostieta-Dominguez, Z.V.E., Rojas-Ruiz, R., Alencastre-Miranda, M., Muñoz-Gómez, L., & Silva-Muñoz, C. (2017). A Portable Augmented-Reality Anatomy Learning System Using a Depth Camera in Real Time. American Biology Teacher. https://doi.org/10.1525/abt.2017.79.3.176
Mazzuco, A., Krassmann, A.L., Reategui, E., & Gomes, R.S. (2022). A systematic review of augmented reality in chemistry education. Review of Education, 10(1). https://doi.org/10.1002/rev3.3325
Moro, C., Štromberga, Z., Raikos, A., & Stirling, A. (2017). The effectiveness of virtual and augmented reality in health sciences and medical anatomy. Anatomical Sciences Education, 10(6), 549–559. https://doi.org/10.1002/ase.1696
Roberts, W. (2017). The use of cues in multimedia instructions in technology as a way to reduce cognitive load. Journal of Educational Multimedia and Hypermedia, 26(4)
Salem, S., Cooper, J., Schneider, J., Croft, H., & Munro, I. (2020). Student Acceptance of Using Augmented Reality Applications for Learning in Pharmacy: A Pilot Study. Pharmacy, 8(3), 122. https://doi.org/10.3390/pharmacy8030122
Schneider, J., Patfield, M., Croft, H., Salem, S., & Munro, I. (2020). Introducing Augmented Reality Technology to Enhance Learning in Pharmacy Education: A Pilot Study. Pharmacy, 8(3), 109. https://doi.org/10.3390/pharmacy8030109
Shah, I., & Khan, M. (2015). Impact of Multimedia-aided Teaching on Students’ Academic Achievement and Attitude at Elementary Level. US-China Education Review A, 5(5)
Stojšić, I., Ivkov-Džigurski, A., Maričić, O., Stanisavljević, J., Milanković Jovanov, J., & Višnić, T. (2020). Students’ Attitudes toward the Application of Mobile Augmented Reality in Higher Education. Drustvena Istrazivanja, 29(4), 535–554. https://doi.org/10.5559/di.29.4.02
Sung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275. https://doi.org/10.1016/j.compedu.2015.11.008
Wen, Y., & Looi, C.-K. (2019). Review of Augmented Reality in Education: Situated Learning with Digital and Non-digital Resources, 179–193. https://doi.org/10.1007/978-981-13-8265-9_9
Xie, H., Wang, F., Hao, Y., Chen, J., An, J., Wang, Y., & Liu, H. (2017). The more total cognitive load is reduced by cues, the better retention and transfer of multimedia learning: A meta-analysis and two meta-regression analyses. PLOS ONE, 12(8), https://doi.org/10.1371/journal.pone.0183884