Augmented Reality (AR) for Learning Difficulties

Recruiting at 1 trial location

Overseen By Man Yee Suen, MMedSc

Age: 18+

Sex: Any

Trial Phase: Academic

Sponsor: Stanford University

Disqualifiers: Severe motion sickness, seizures, glasses

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Approved in 2 Jurisdictions This treatment is already approved in other countries

Compensation: Varies

Number of Visits: 1

32 Participants Needed

Trial Summary

What is the purpose of this trial?

This is an international, collaborative study evaluating the non-technical skills (NTS) of anesthesiology residents. The goal is to explore the capability of performing a remote, international AR simulation for the purpose of assessing PALS during a medical crisis. Simulation experts in the United States will facilitate the AR simulations with anesthesiology residents in Hong Kong. The medical simulation itself is grounded in traditional best practices in accordance with the American Heart Association.

Do I need to stop taking my current medications for this trial?

The trial information does not specify whether you need to stop taking your current medications.

What data supports the effectiveness of the treatment Augmented Reality (AR) for Learning Difficulties?

Research shows that augmented reality (AR) and virtual reality (VR) are used in healthcare to enhance training and education, which can improve understanding and motivation. This suggests that AR might also help people with learning difficulties by making learning more engaging and interactive. ^{1 2 3 4 5}

How does augmented reality (AR) treatment differ from other treatments for learning difficulties?

Augmented reality (AR) treatment is unique because it creates an interactive, learner-centered environment that enhances motivation and engagement, which is particularly beneficial for students with learning difficulties. Unlike traditional methods, AR provides a more flexible and immersive learning experience by adding virtual content to the real world, helping students visualize complex concepts and improve self-regulation skills. ^{6 7 8 9 10}

Research Team

Thomas J Caruso, MD,PhD

Principal Investigator

Stanford University

Eligibility Criteria

This trial is for anesthesiology residents over the age of 18 who are interested in using Augmented Reality (AR) to improve their non-technical skills during medical crises. It's not suitable for those with nausea, a history of seizures or severe motion sickness, or those who wear corrective glasses as they're incompatible with AR equipment.

Inclusion Criteria

I am older than 18 years.

Exclusion Criteria

Wearing corrective glasses (not compatible with the AR hardware)

History of severe motion sickness

I currently experience nausea or have a history of seizures.

Timeline

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

Simulation Training

Participants undergo remote, international AR simulation to assess non-technical skills during a medical crisis

1 day

1 session (virtual)

Follow-up

Participants are monitored for performance and usability immediately after simulation

immediate

Treatment Details

Interventions

• Augmented Reality (AR)

Trial Overview The study tests how well anesthesiology residents can use AR technology to handle Pediatric Advanced Life Support (PALS) scenarios. Experts from the U.S. will remotely guide participants through AR simulations designed based on American Heart Association best practices.

Participant Groups

Group I: Mixed Reality Simulation Experimental Treatment 1 Intervention

Participants in the experimental arm will be introduced to workplace training modules through an Augmented Reality (AR) headset.

Who Is Running the Clinical Trial?

Stanford University

Lead Sponsor

Trials

2,527

Recruited

17,430,000+

Findings from Research

The mobile game-based VR rehabilitation program (MoU-Rehab) significantly improved upper extremity function in stroke patients compared to conventional therapy, as measured by the Fugl-Meyer Assessment and other metrics.

The program was well-tolerated with no adverse effects reported, and patients expressed high satisfaction, indicating its feasibility as a rehabilitation tool for upper limb recovery after ischemic stroke.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Mobile game-based virtual reality rehabilitation program for upper limb dysfunction after ischemic stroke. Choi, YH., Ku, J., Lim, H., et al.[2019]

In a pilot study involving 24 neurosurgical patients, the use of a 360° augmented reality visualization platform (360 ARVP) significantly enhanced patients' understanding of their medical conditions and treatment plans, with a statistically significant improvement in their self-rated understanding (P < .0017).

95.8% of patients reported feeling more comfortable and included in their treatment decisions after using the 360 ARVP, indicating its potential as an effective tool for patient education in a clinical setting.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

The First Pilot Study of an Interactive, 360° Augmented Reality Visualization Platform for Neurosurgical Patient Education: A Case Series. Lee, JJ., Klepcha, M., Wong, M., et al.[2022]

This review aims to develop and refine a program theory to understand how augmented reality (AR) and virtual reality (VR) can effectively train health and care providers, addressing the mixed evidence on their effectiveness in various settings.

The study will systematically analyze existing theories and empirical evidence to identify the contexts and mechanisms that influence the success of AR/VR training programs, ultimately aiming to enhance the quality of care and promote evidence-based practices in healthcare.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Upskilling health and care workers with augmented and virtual reality: protocol for a realist review to develop an evidence-informed programme theory. Gasteiger, N., van der Veer, SN., Wilson, P., et al.[2023]

The concept of improved reality (i-Reality) encompasses both virtual reality (VR) and augmented reality (AR), aiming to enhance real-world experiences with digital features, particularly in medical settings.

I-Reality has the potential to improve interactions between healthcare providers and patients, addressing the growing demand for medical services amidst a shortage of providers.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Virtual reality, augmented reality…I call it i-Reality. Grossmann, RJ.[2020]

A new medical holoimaging infrastructure was successfully developed to create and display augmented reality (AR) and mixed reality (MR) images from real patient scans, enhancing the teaching of complex medical procedures.

Using AR/MR technology, learners received improved training for invasive procedures like central venous catheter insertion, benefiting from enhanced visual cues and haptic feedback, along with real-time instructor guidance through their headset views.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Exploratory Application of Augmented Reality/Mixed Reality Devices for Acute Care Procedure Training. Kobayashi, L., Zhang, XC., Collins, SA., et al.[2022]

Augmented reality (AR) technology can provide realistic learning experiences in medical training, which is crucial for mastering complex skills that are difficult to practice in real-life settings due to safety or cost concerns.

Current research on AR in medical education primarily focuses on its development and usability, showing promising results in enhancing motivation, training psychomotor skills, and improving understanding of complex concepts.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Augmented reality in medical education? Kamphuis, C., Barsom, E., Schijven, M., et al.[2023]

A study involving 24 students with learning disabilities demonstrated that augmented reality (AR) technology significantly enhances self-regulation skills compared to a control group.

The research supports the implementation of AR technology in educational settings for students with disabilities, suggesting it can create a more effective and engaging learning environment.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

The effect of modern technology app on the self-regulation skills of students with disabilities. Jdaitawi, M., Alturki, S., Ramzy, S., et al.[2022]

A systematic review of 50 studies from 2008 to 2018 found that Augmented Reality (AR) can enhance educational inclusion, particularly in science education, by increasing motivation and interaction among students with disabilities.

However, many studies had small sample sizes and lacked comprehensive frameworks for addressing diverse educational needs, indicating a need for further research to develop effective methodologies for inclusive education using AR.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Augmented Reality in Educational Inclusion. A Systematic Review on the Last Decade. Quintero, J., Baldiris, S., Rubira, R., et al.[2020]

Virtual reality (VR) environments can effectively support the learning process for children with special educational needs, such as ADHD, by providing engaging and interactive experiences tailored to their requirements.

The proposed VR environments were developed using expert therapeutic guidelines and evaluated in a case study involving elementary school children in Mexico, highlighting their potential as a fun and effective educational tool during the COVID-19 pandemic.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

A Lean UX Process Model for Virtual Reality Environments Considering ADHD in Pupils at Elementary School in COVID-19 Contingency. Cardona-Reyes, H., Muñoz-Arteaga, J., Villalba-Condori, K., et al.[2021]

References

1. Netherlands pubmed.ncbi.nlm.nih.gov

Mobile game-based virtual reality rehabilitation program for upper limb dysfunction after ischemic stroke. [2019]

2. United States pubmed.ncbi.nlm.nih.gov

The First Pilot Study of an Interactive, 360° Augmented Reality Visualization Platform for Neurosurgical Patient Education: A Case Series. [2022]

3. England pubmed.ncbi.nlm.nih.gov

Upskilling health and care workers with augmented and virtual reality: protocol for a realist review to develop an evidence-informed programme theory. [2023]

4. China pubmed.ncbi.nlm.nih.gov

Virtual reality, augmented reality…I call it i-Reality. [2020]

5. United States pubmed.ncbi.nlm.nih.gov

Exploratory Application of Augmented Reality/Mixed Reality Devices for Acute Care Procedure Training. [2022]

6. Netherlands pubmed.ncbi.nlm.nih.gov

Augmented reality in medical education? [2023]

7. India pubmed.ncbi.nlm.nih.gov

The effect of modern technology app on the self-regulation skills of students with disabilities. [2022]

8. Switzerland pubmed.ncbi.nlm.nih.gov

Augmented Reality in Educational Inclusion. A Systematic Review on the Last Decade. [2020]

9. Switzerland pubmed.ncbi.nlm.nih.gov

A Lean UX Process Model for Virtual Reality Environments Considering ADHD in Pupils at Elementary School in COVID-19 Contingency. [2021]

10. United States pubmed.ncbi.nlm.nih.gov

Assistive technology and learning disabilities: today's realities and tomorrow's promises. [2019]