Improving stroke education with augmented reality: A randomized control trial

Christian Moro*, Jessica Smith, Emma Finch

*Corresponding author for this work

Research output: Contribution to journalArticleResearchpeer-review

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Stroke is one of the leading contributors to the global burden of disease. The prevalence of stroke increases with age, and with an ageing population, this is expected to place increasing strains on health care teams. Education for diseases such as stroke is vital to enhance patient outcomes and compliance with treatment regimens. This study investigated the effectiveness of augmented reality (AR) compared to a written pamphlet for enhancing the understanding of stroke. 101 participants were randomised into two groups to complete a lesson using either a printed pamphlet (n = 50) or AR (n = 51) delivery mode. The educational interventions were identical, describing important aspects of stroke physiology and pathophysiology, as well as brain anatomy. Participants answered a pre-test multiple-choice questionnaire to evaluate prior understanding before the lesson, followed by an additional multiple-choice test and Likert-scale survey after its completion. Pre- and post-test scores demonstrated effective learning from both interventions (p<0.001), with no significance differences between AR or pamphlet scores. Participants using AR reported more enjoyment using the resource (P<0.01), and perceived AR to be a better learning tool (p<0.001) with more helpful visualizations (p<0.01). Participants using AR reported more favourably that it would help their friends or family to better understand stroke compared to those using the pamphlet intervention (p<0.001). Overall, both modes were equally successful for learning with participants perceiving AR as the preferred mode for content delivery. This presents AR as an effective technology to enhance health literacy and comprehension surrounding specific diseases such as stroke.
Original languageEnglish
Article number100032
JournalComputers and Education Open
Publication statusPublished - 7 Mar 2021


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