Department of Pharmaceutical Sciences, School of Pharmacy-Worcester/Manchester, MCPHS University, 19 Foster Street, Worcester, MA 01608, United States.
Curr Pharm Teach Learn. 2021 Aug;13(8):1010-1017. doi: 10.1016/j.cptl.2021.06.008. Epub 2021 Jun 18.
Students in the doctor of pharmacy curriculum have varied backgrounds in their chemical training and also their ability to make mental conversions from two-dimensional chemical representations, on lecture slides or textbook images, to three-dimensional cognitive understanding. In order to bridge the gap, augmented reality (AR) models were developed to provide an alternative learning medium for the students. AR was selected to take advantage of the ubiquitous presence of smartphones, without incurring the expense of Virtual Reality hardware.
AR models were developed and introduced in the classroom in three phases. Student survey responses were used to improve the utility of the models in between phases. Active learning exercises were developed that required both individual and group interactions to complete.
An optimized AR model creation workflow was developed that allowed each AR model to be created and posted in about 30 min. Depending on the phase of the study, 69% to 88% of the students found the AR models easy to use and 58% to 83% wanted to see more AR models used in future lectures. A majority (76%) of the students viewed the AR models on their smartphones.
Augmented reality modules were created for use in medicinal chemistry courses in the pharmacy curriculum. Models were introduced in phases and included iterative improvements based on student feedback. The AR exercises provided active learning opportunities and were well received. The majority of students would like additional AR modules used in the course.
药剂学博士课程的学生在化学培训方面背景各异，他们在从幻灯片或课本图像上的二维化学表示转换为三维认知理解方面的能力也各不相同。为了缩小这一差距，开发了增强现实（AR）模型，为学生提供了一种替代的学习媒介。选择 AR 是为了利用智能手机的普遍存在，而无需承担虚拟现实硬件的费用。
AR 模型分三个阶段在课堂上开发和引入。学生的调查反馈用于改进模型在各阶段之间的实用性。开发了需要个人和小组互动才能完成的主动学习练习。
开发了一个优化的 AR 模型创建工作流程，每个 AR 模型的创建和发布时间约为 30 分钟。根据研究阶段的不同，69%到 88%的学生认为 AR 模型易于使用，58%到 83%的学生希望在未来的讲座中看到更多的 AR 模型使用。大多数学生（76%）在智能手机上查看了 AR 模型。
为药学课程的药物化学课程创建了增强现实模块。模型分阶段引入，并根据学生的反馈进行迭代改进。AR 练习提供了主动学习的机会，受到了广泛的欢迎。大多数学生希望在课程中使用更多的 AR 模块。
