Psychological Aspects of Augmented Reality Training for Tactical Combat Casualty Care
TimeThursday, April 152:00pm - 3:00pm EDT
LocationEducation and Simulation
DescriptionLearning is not a linear process, nor does it unfold in predictable ways across or within individuals. Self-reports about qualitative aspects of the experience of learning can offer a valuable insight into strategies that may help or hurt instruction and knowledge retention. When paired with physiological data related to known arousal and affective states, the self-report data can further yield insights into issues that may lie below the explicit consciousness of users. With the rapidly growing field of immersive technologies being applied to different health-care training curricula, there is an urgent need for studies that can characterize both the positive and potentially negative effects of relying on immersive technologies for training, in terms of knowledge comprehension, affective states and emotional arousal, as well as physiological parameters concerning different areas of human performance. Advances in the field of embodied and experiential learning have shown that when done correctly, learning that combines classroom-based instruction with more experiential aspects that instill a felt-sense of the procedure being trained can yield valuable results. With more training relying on innovative technologies to facilitate the experiential aspect of learning, more research is needed to characterize the role that these technologies may have on our affective valence, so that immersive training environments achieve optimal results, while minimizing or eliminating unwanted effects. In this poster we provide findings from a study that examined differences between 3 augmented reality (AR) devices used to deliver content, variation in order of task and environmental receptivity, as well as individual differences, in order to provide best-practice recommendations for the safe and efficacious use of immersive training technologies.