The use of a Pharma Compounds augmented reality educational tool in sixth form and undergraduate students: a mixed methods evaluation

Essel, Deon Yaw

Abstract

Augmented reality (AR) generates immersive, engaging environments that has been shown to improve learners’ motivation, knowledge and spatial awareness in some science-based subjects. Therefore, this study aimed to design, then evaluate the effectiveness and normalisation of an AR educational tool (Pharma Compounds) in students learning about pharmacologically active biological compounds (sixth form students and second year pharmacy students).

Following ethical approval, a questionnaire survey among students and tutors informed the design of the Pharma Compounds AR educational tool. The AR tool was then evaluated using a mixed-methods study design, utilising pre- and post-knowledge-based quizzes and questionnaires, followed by semi-structured interviews with students and tutors (theoretically informed by NPT). Quantitative data was analysed using descriptive and inferential statistics. Qualitative data was analysed using content analysis and framework analysis.

A marginal but non-statistically significant increase was found in the mean pre- and postintervention knowledge-based-quiz scores (7 vs 7.5, 6 vs 7 and 10.69 vs 11, pre- vs post-quiz respectively). Participants reported perceived improvements in their knowledge after the use of the Pharma Compounds AR tool. There was a statistically significant increase in participants' self-reported intrinsic motivation towards learning after using the AR tool compared to before its use. Perceived improvements were also reported in their intrinsic motivation towards learning and visualisation ability. NPT-informed qualitative data analysis suggested that the AR tool could be normalised in educational environments if a broader but tailored range of topics are included.

These findings suggest that the AR tool did not improve the objective knowledge of learners although they reported perceived improvements in their understanding. The intrinsic motivation towards learning of users in science-based subjects improved with the use of the AR tool, as it offered alternative perspectives of 3D concepts and phenomena. With further improvements in content and functionality the Pharma Compounds AR tool may readily be normalised into educational environments. Further studies should evaluate similar tools within larger populations as this study was heavily impacted by the COVID-19 pandemic.

Citation

Essel, D. Y. (2024). The use of a Pharma Compounds augmented reality educational tool in sixth form and undergraduate students: a mixed methods evaluation. (Thesis). Keele University. Retrieved from https://keele-repository.worktribe.com/output/849930

• Thesis Type: Thesis
• Deposit Date: Jun 13, 2024
• Publicly Available Date: Jun 20, 2024
• Public URL: https://keele-repository.worktribe.com/output/849930
• Award Date: 2024-06