Introduction:

The impact of technology on education has led to the development of new innovative resources to cope with the teaching and learning processes, a reason why augmented reality is shown as one of the technologies with the greatest projection, both in the educational sector, in general, as well as in medical education, in particular.

Objective:

To identify the level of effectiveness of a methodology based on augmented reality compared to a traditional one in learning cardiopulmonary resuscitation, in two groups of university students.

Methods:

The study began in the academic year 2017-2018. An experimental design of descriptive and correlational type and with a control group was established in a sample of 58 students from a university center in Spain. A training program was implemented in two groups with different methodologies: augmented reality versus a traditional one. A questionnaire, derived from the Generalized Self-Efficacy Scale in cardiopulmonary resuscitation, validated using the Delphi method with relevant reliability α=0.86, was used to collect the data.

Results:

The innovative methodology with augmented reality applied in the experimental group showed better results regarding motivation, participation, interaction with the contents, and the active role of the participants; as well as higher learning results over the group that followed a traditional methodology without using any educational technologies.

Conclusions:

The findings showed the effectiveness of augmented reality in learning cardiopulmonary resuscitation guidelines among university students. Therefore, the use of this educational technology is recommended to achieve effectiveness in learning this type of content related to health education.

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