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Augmented Reality Applications for Teaching in higher education
Last registered on December 11, 2019

Pre-Trial

Trial Information
General Information
Title
Augmented Reality Applications for Teaching in higher education
RCT ID
AEARCTR-0005171
Initial registration date
December 11, 2019
Last updated
December 11, 2019 4:33 PM EST
Location(s)
Primary Investigator
Affiliation
Other Primary Investigator(s)
Additional Trial Information
Status
In development
Start date
2019-12-15
End date
2020-02-08
Secondary IDs
Abstract
This study contributes to enhancing students’ learning experience and increasing their understanding of complex issues by incorporating an augmented reality to facilitate better learning relative to a conventional approach.Studies on augmented reality technology in
63 educational settings have highlighted many advantages in teaching and learning.
this study aims to examine the application of the augmented reality on anatomy lesson in the medical and nursing students.
External Link(s)
Registration Citation
Citation
nazari, nabi. 2019. "Augmented Reality Applications for Teaching in higher education." AEA RCT Registry. December 11. https://doi.org/10.1257/rct.5171-1.0.
Experimental Details
Interventions
Intervention(s)
the subjects randomly assigned to participate in a 16-session, twice weekly augmented reality group or tradition learning. randomization are demonstrated by blinded assessor.
Intervention Start Date
2020-01-18
Intervention End Date
2020-02-01
Primary Outcomes
Primary Outcomes (end points)
Augmented Reality Course (Johns Hopkins Whiting school and Engineering):
Primary Outcomes (explanation)
Augmented Reality Course (Johns Hopkins Whiting school and Engineering):
• Assignments: 30%
• Projects: 30%
• Final Exam: 30%
• Class participation: 5%
• Mock-up Exam Submission: 5%
Secondary Outcomes
Secondary Outcomes (end points)
Achievement Emotions Questionnaire (AEQ).pekrun et al
Secondary Outcomes (explanation)
Achievement Emotions Questionnaire (AEQ). The following eight emotions were measured: enjoyment, hope, pride, anger, fear, shame, hopelessness, and boredom. The emotions varied in terms of valence and activation: positive activating (enjoyment, hope, and pride), negative activating (anger, anxiety, and shame), positive deactivating (not measure) and negative deactivating (hopelessness, boredom). Participants rated their emotions separately in relation to (1) their overall experience in the on campus-, respectively, the online-course. In total, emotion scales of the AEQ comprised 80 items.
Experimental Design
Experimental Design
the anatomy lesson contents are delivered to the students using augmented reality.
Experimental Design Details
the ancova and mancova tests are utilized to access the intervention group outcomes compare with tradition teaching group outcomes. also t-test is utilized to access continues variables
Randomization Method
randomizer online software
Randomization Unit
individual
Was the treatment clustered?
No
Experiment Characteristics
Sample size: planned number of clusters
150
Sample size: planned number of observations
300 students
Sample size (or number of clusters) by treatment arms
100 class
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
0.3 effect size power 0.95 alfa level 5%
Supporting Documents and Materials

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Request Information
IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
IRB Name
ethics commite of lorestan university
IRB Approval Date
2019-11-01
IRB Approval Number
lupsych13980815
Post-Trial
Post Trial Information
Study Withdrawal
Intervention
Is the intervention completed?
No
Is data collection complete?
Data Publication
Data Publication
Is public data available?
No
Program Files
Program Files
Reports, Papers & Other Materials
Relevant Paper(s)
REPORTS & OTHER MATERIALS