Augmented Reality–Supported Learning During a Pediatric Neurology Rotation: A Cluster-Randomized Controlled Trial

Abstract

Limited and variable case exposure during pediatric neurology rotations may leave some clinically important presentations underrepresented within a single rotation window. We evaluated whether augmented reality–supported learning environments (ARLEs) integrated into the rotation improve medical students’ cognitive achievement beyond the standard curriculum. In this prospective cluster-randomized controlled pretest-posttest study, 102 students were allocated by 4 rotation subgroups (clusters) to an intervention group (standard curriculum plus ARLEs delivered via a mobile application; n = 51) or a control group (standard curriculum only; n = 51). Achievement was assessed using a 30-item multiple-choice achievement test and analyzed with a 2 × 2 mixed-design analysis of variance and Welch t test (α=.05). Baseline knowledge did not differ between groups (P = .405). Both groups improved, but posttest scores were higher in the intervention group, t(90.9) = 5.65, P < .001, d = 1.12. The time × group interaction was significant and strong, F(1, 100) = 33.38, P < .001, partial η²=0.250, indicating greater gains with ARLEs. ARLEs integrated into the pediatric neurology rotation may provide a potentially useful short-term adjunct to, rather than a replacement for, face-to-face instruction.