HoloLens and mobile augmented reality in medical and health science education: A randomised controlled trial

Abstract Due to increasing demands in the amount of content to be learned within a medical and health sciences curriculum, there are benefits towards exploring options for new and effective delivery modes. Augmented reality technology has the potential to enhance learning in physiology and anatomy, where students require a three‐dimensional knowledge of human organ systems and structures. This study aimed to assess the effectiveness of learning when an identical lesson was delivered through augmented reality using either the Microsoft HoloLens or a mobile handheld tablet device. Thirty‐eight pre‐clinical undergraduate participants completed a lesson detailing the physiology and anatomy of the brain. Pre‐ and post‐intervention tests were provided to evaluate acquired knowledge. After the activity, participants also completed a Likert‐style questionnaire to evaluate adverse health effects experienced and assess their perceptions of the module. There were no significant differences between test scores from lesson delivery in either the HoloLens or mobile‐based augmented reality. However, a significant increase was reported in dizziness when using the HoloLens (25% higher, n = 19, p = .04). No other adverse health effects, such as nausea, disorientation or fatigue were observed. Both modes were effective for learning, providing evidence to support educators and developers wishing to adopt an augmented reality method of delivery in health sciences and medicine. A video abstract of this article can be viewed at https://youtu.be/GSayCmopGZg Practitioner Notes What is already known about this topic Modern technology continues to disrupt the way we teach in higher education. Teaching through virtual and augmented reality has shown great benefit in enhancing learning and the student experience in health sciences and medicine. There is the potential for new and upcoming delivery modes to continue this trend, including the introduction of both mobile and head‐mounted display based augmented reality. What this study contributes Investigates the potential for augmented reality to be used as a teaching tool, and supports its implementation in tertiary education. Identifies that although slight dizziness was reported in some participants from using the HoloLens, this does not appear to impact learning or student perceptions of the technology. Presents the HoloLens and mobile‐based augmented reality as novel and evidence‐based methods of instruction in health sciences and medicine. Implications for practice and/or policy Augmented reality is an effective delivery mode which can enhance learning. Students consider augmented reality through both the HoloLens and mobile‐based devices to be enjoyable and engaging. This novel method of instruction is useful to supplement learning in a tertiary education programme.