is using blended learning of lab skills by a modest augmented reality-based educational booklet beneficial to pharmacy students?

Background: using augmented reality (ar) in blended learning in the higher education system has exhibited promising results.objectives: in this study, the effect of using a simple ar-based booklet was evaluated on the learning and practical skills of pharmacy students during a pharmacognosy lab-based course.methods: a pre-test/post-test controlled trial was designed. the traditional educational booklet was revised by adding experimental videos using qr-code as a simple ar technology. the students’ laboratory skills were scored according to a checklist developed by professionals. the paired t-test was used to compare the mean differences between the pre-test and post-test scores in each group, and ancova was used to compare the mean differences in the post-test scores between the two groups. after adjusting for pre-test scores, anova was used to compare the scores of practical skills between all six groups participating in the lab course.results: the mean pre-test scores were not significantly different between the control and intervention groups. no significant differences were noticed between the two groups regarding post-test grades. generally, the students’ practical skills significantly improved; however, changes were more obvious in some indicators, including the number of blatant mistakes, troubleshooting questions, misidentification of materials, and improper use of equipment. the students were well satisfied with the new educational booklet.conclusion: although ar makes the learning process an interactive, multi-sensory, and enjoyable experience for students, this novel-designed educational booklet for lab courses needs improvements by using more advanced ar technologies in order to completely fulfil the learning objectives of students.