The effectiveness of augmented reality handouts for learning microbiology in medical students.

Abstract

We evaluate the effectiveness of self-directed learning augmented reality (AR) handouts as learning materials for teaching microbiology to third-year medical students in the Doctor of Medicine (English Program) at Thammasat University. A stratified randomized controlled trial was conducted comparing academic performance (multiple-choice question scores), the motivation levels (motivated strategies for learning questionnaire, MSLQ), and satisfaction survey scores among students studying with AR handouts (intervention group) versus traditional handouts (control group). Twenty-four students participated in this study (n = 12 per group). There were no significant differences between the groups in terms of age, gender, total grade point average, or pre-test scores (mean of 5.08). Both groups demonstrated similar improvements in post-test scores, with means of 11.25 for the intervention group and 10.58 for the control group. However, MSLQ scores for intrinsic goal orientation were higher in the intervention group compared to the control group (5.73 vs 4.81, P = 0.002). Satisfaction survey scores, particularly in the categories of "Handouts are stimulating" and "Handouts are exciting," were also higher in the intervention group than in the control group (4.58 vs 3.50, P = 0.025, and 4.42 vs 3.17, P = 0.019, respectively). AR handouts were effective in enhancing the learning of medical microbiology and infectious diseases.