A multicenter RCT of AR HoloLens-based skills training: human computer interaction and educational integration

Purpose This study was conducted to determine whether augmented reality (AR) HoloLens-based skills training could perform as effectively as instructor-based training. AR holds promise for the quality of nursing education, and its effectiveness depends on careful design based on human-computer interaction (HCI) principles. Design/methodology/approach A multi-center randomized controlled trial was conducted with 49 students from three schools, randomly allocated to either an experimental group (n = 25) for AR HoloLens-based skills training or a control group (n = 24) for conventional instructor-led, demonstration-based training. The intervention consisted of a four-hour course involving a demonstration, open lab and performance evaluation with feedback. Confidence was pre- and post-tested; performance, learning satisfaction and engagement were measured upon completion for group comparison. Findings Both groups showed a statistically significant increase in confidence. There were no statistically significant differences between the groups in all measured variables. Students identified the visualization of human anatomy as a strength of the AR HoloLens-based skills training, while favoring the step-by-step demonstrations in the instructor-led training. Originality/value Although AR HoloLens-based skills training yielded performance comparable to instructor-led, demonstration-based training, both approaches offer distinct advantages. Therefore, precise curriculum design is essential to ensure the strategic integration of this technology into nursing education.