Axonomy of learning aims, avoids assessment that rests on low ability. AR designers may use the learning outcomes, which are explained in Tables 1-4, to analyze a GP’s personal paradigm and to design their AR program. The effectiveness of the strategies and the appropriateness of the goals require further evaluation and refinement. The second implication of MARE for an AR developer is the function framework. It may help developers understand how to create mixed GLPG0187MedChemExpress GLPG0187 environments for learning, not just forJMIR Medical Education 2015 | vol. 1 | iss. 2 | e10 | p.14 (page number not for citation purposes)LimitationsThis is the first AR framework based on learning theory with clear objectives for guiding the design, development, and application of mobile AR in medical education. To date, there is no standard methodology for designing an AR framework. MARE uses a CFAM, which is based on a theory that provides systematic understanding of the multidisciplinary, complex relationship from knowledge to practice in medical education. However, this MARE framework created through a CFAM from multidisciplinary publications and reference materials must be tested in practice. Validation of the framework was suggested by Jabareen [24], but he did not give a method for how to validate it. We checked the internal validity by involving authors from different disciplines and perspectives to reduce the bias. We also used this framework for analysis of, and application in, GPs’ rational use of antibiotics. However, since this is a general framework for guiding the design, development, and application of AR in medical education, external validity, which is transferable in qualitative research, must be further tested with users and with the next step to develop an AR app. In addition, a number of experts such as instructional designers, AR developers, GPs, medical educators, visual designers, information and communications technology (ICT) specialists, and interactionhttp://mededu.jmir.org/2015/2/e10/XSL?FORenderXJMIR MEDICAL EDUCATION technology-driven infotainment. Different environments offer different learning functions. AR developers may use the list of teaching activities shown with the MARE framework as guidance when they consider how to develop AR functions. In terms of the learning objective, learning environment, learning activities, GP personal paradigm, and therapeutic process, AR developers may think about how to build interactive models and interactive levels between MARE and GPs in different environments. The learning materials in different environments must be designed and developed. Another implication of MARE for GP educators and researchers is the new technology and learning activity supported by learning theory, which corresponds to technology I-BRD9 clinical trials characters. GP educators and researchers may integrate it in their instructional practice. They can use the list of broader opportunities of MARE outcomes to compare with their students’ learning needs to design an app. The framework could be used to guide other drug or therapeutic intervention education.Zhu et al do one, teach one–in medical education, which hinders its educational function. This paper has described a framework for guiding the design, development, and application of MARE to health care education. This includes consideration of a foundation, a function, and a series of outcomes. The foundation based upon three learning theories enhances the relationship between practice and learning. The fu.Axonomy of learning aims, avoids assessment that rests on low ability. AR designers may use the learning outcomes, which are explained in Tables 1-4, to analyze a GP’s personal paradigm and to design their AR program. The effectiveness of the strategies and the appropriateness of the goals require further evaluation and refinement. The second implication of MARE for an AR developer is the function framework. It may help developers understand how to create mixed environments for learning, not just forJMIR Medical Education 2015 | vol. 1 | iss. 2 | e10 | p.14 (page number not for citation purposes)LimitationsThis is the first AR framework based on learning theory with clear objectives for guiding the design, development, and application of mobile AR in medical education. To date, there is no standard methodology for designing an AR framework. MARE uses a CFAM, which is based on a theory that provides systematic understanding of the multidisciplinary, complex relationship from knowledge to practice in medical education. However, this MARE framework created through a CFAM from multidisciplinary publications and reference materials must be tested in practice. Validation of the framework was suggested by Jabareen [24], but he did not give a method for how to validate it. We checked the internal validity by involving authors from different disciplines and perspectives to reduce the bias. We also used this framework for analysis of, and application in, GPs’ rational use of antibiotics. However, since this is a general framework for guiding the design, development, and application of AR in medical education, external validity, which is transferable in qualitative research, must be further tested with users and with the next step to develop an AR app. In addition, a number of experts such as instructional designers, AR developers, GPs, medical educators, visual designers, information and communications technology (ICT) specialists, and interactionhttp://mededu.jmir.org/2015/2/e10/XSL?FORenderXJMIR MEDICAL EDUCATION technology-driven infotainment. Different environments offer different learning functions. AR developers may use the list of teaching activities shown with the MARE framework as guidance when they consider how to develop AR functions. In terms of the learning objective, learning environment, learning activities, GP personal paradigm, and therapeutic process, AR developers may think about how to build interactive models and interactive levels between MARE and GPs in different environments. The learning materials in different environments must be designed and developed. Another implication of MARE for GP educators and researchers is the new technology and learning activity supported by learning theory, which corresponds to technology characters. GP educators and researchers may integrate it in their instructional practice. They can use the list of broader opportunities of MARE outcomes to compare with their students’ learning needs to design an app. The framework could be used to guide other drug or therapeutic intervention education.Zhu et al do one, teach one–in medical education, which hinders its educational function. This paper has described a framework for guiding the design, development, and application of MARE to health care education. This includes consideration of a foundation, a function, and a series of outcomes. The foundation based upon three learning theories enhances the relationship between practice and learning. The fu.
