Enhancing Simulation Training through Immersive Reality: MESH360

Authors

DOI:

https://doi.org/10.53761/ma83x498

Keywords:

XR, biometrics, Design-based research, healthcare education, clinical simulation

Abstract

This paper critically evaluates the third prototype design iteration of an immersive reality (XR) enhanced simulation project in healthcare higher education. Drawing from design principles developed since the project’s inception in 2016, the research addresses a gap in current literature: whilst XR has demonstrated positive impacts on clinical skill development, examples of longitudinal studies and engagement with learning theory to inform the design of these environments remain limited. The MESH360 project applies design-based research (DBR) to explore the impact of XR-enhanced simulation for training novice and professional paramedics, triangulating participant feedback, observation, and biometric data. The resulting XR design principles provide a framework for transferable learning designs in high-risk, practice-based environments.

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Author Biographies

  • Associate Professor Thomas Cochrane, The University of Melbourne, Australia

    Dr Thomas Cochrane: BE, BD, GDHE, MTS, MComp, PHD (Monash), SCMALT, SFHEA. Associate Professor, Technology Enhanced Learning in Higher Education, in the Centre for the Study of Higher education (CSHE), University of Melbourne. Thomas has expertise in Qualitative research in technology-enhanced learning, with a focus on action research and design-based research methodologies. His specialisations include mobile learning, designing mixed reality learning environments, heutagogy (self-regulated learning), communities of practice, and the scholarship of technology-enhanced learning. His research portfolio includes over 60 peer reviewed journal articles, 40+ book chapters, and over 165 conference proceedings.

  • Associate Professor Claudio Aguayo, Auckland University of Technology, New Zealand

    Claudio Aguayo is an Associate Professor in Digital Innovation in Education at Te Ara Poutama, the Faculty of Māori and Indigenous Development at Auckland University of Technology (AUT). With a background in Biology and a PhD in Science & Technology Education, Claudio’s work bridges human-computer interaction (HCI), user experience (UX) design, cross-cultural responsive design, and critical design in digital learning environments. As Director of AUT's AppLab, Claudio leads projects exploring emerging technologies for educational transformation and curriculum innovation. His research-driven approach integrates immersive technologies and practice-based methodologies to design interactive, experiential learning environments that engage learners and users alike. Claudio’s leadership extends to fostering external collaborations and international partnerships, facilitating innovation across sectors. Claudio’s research spans digital innovation in education, digital interaction design, and human cognition in immersive UX design. His work also advances critical design, cross-cultural design, and sustainability education. Through his teaching in the Digital Cultures Programme and leadership at the AppLab, Claudio empowers students, staff, and external partners to engage in practice-based research and critical making, driving real-world applications of emerging technologies and advancing curriculum innovation.

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Published

2026-06-09

Data Availability Statement

The data is contained within the document.

Issue

Online First

Section

Special Issue: Design-Based Research

License

Copyright (c) 2026 Stephen Aiello, Associate Professor Thomas Cochrane, Associate Professor Claudio Aguayo

Creative Commons License

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

How to Cite

Aiello, S., Cochrane, T., & Aguayo, C. (2026). Enhancing Simulation Training through Immersive Reality: MESH360. Journal of University Teaching and Learning Practice. https://doi.org/10.53761/ma83x498