The Study of Cardiology Through an Augmented Reality-Based System

Introduction

Human capital, in economies based increasingly on the level of knowledge, is the key element that enables the technological, economic, and social development of a territory (Gruzina et al., 2021). consequently, the role of human capital and its training is increasingly widely recognized; many references and projects emphasize this relationship. For its part, and as stated in the work titled “A Strategy For American Innovation: Securing Our Economic Growth And Prosperity” (National Economic Council, 2011): one of the priorities of the United States of America to ensure its economic growth and prosperity revolves around increasing support for both education and the training of intellectual human resources. Likewise, Gumbau-Albert and Maudos (2022) studied in depth the role of intangible assets in economic growth, among which “knowledge capital”, “human capital”, “social capital” and “entrepreneurship capital” are explicitly reaffirmed. Bloom et al. (2024) point out the urgent investment in young people to obtain a considerable impact through the following aspects: 1) Education; 2) Work; 3) Health; 4) Family and 5) Civic Rights. Therefore, it can be deduced from these works that the level of knowledge is basic to enable both the generation of innovation and its adoption by third parties.

The need for better-prepared human resources with innovative and/or entrepreneurial ideas, whether generated during their studies or not, motivates the research community to respond, albeit promptly, to each of the problems generated, in turn, by these needs. Thus, Khurram et al (2007) predicted that new generations of learners must be prepared and adapt as early as possible to the challenges that new technologies will bring in the not-too-distant future. On the other hand, it is evident that the COVID-19 pandemic motivated technological advances, which have had a direct impact on all activities of daily life and education has been no exception (Godber and Atkins, 2021; Bozkurt et al., 2022; Betthäuser, Bach-Mortensen and Engzell, 2023). In the latter scenario, new strategies have been created and implemented to support the teaching-learning process, which systematically strengthens the way of teaching and learning the most current educational content (Haleem et al., 2022). Consequently, during the last decade, the concern for the study of learning design has increased significantly.

Likewise, the need for increasingly younger and better prepared human resources motivates teachers and researchers to generate new educational environments or learning techniques for these young people to assimilate the so-called new technologies as quickly and effectively as possible so that, when they need them, it will be easier for them to enter a highly competitive globalized environment (McDiarmid and Zhao, 2023; Haleem et al., 2022). In this context, it makes sense to create and provide a new way of learning for a specific group of students, in particular for young people who have the opportunity to learn an innovative and efficient technological tool in a controlled environment, such as their school (Lin and Yu, 2023). It is clear that knowledge transfer has gradually evolved and it is also logical that the process of educating has also shown changes (Rasa and Laherto, 2022; Kayapinar, 2021). Thus, the new generations of students have a lot to do with the so-called new technologies, mainly because they have grown up with them and are prepared to use them and adapt to assimilate them quickly (Szymkowiak et al., 2021; Qazi et al., 2021; Rathi et al., 2023). Undoubtedly, the challenge is for academics and developers of such technologies, since they must create new contexts and innovative, efficient, and interesting technological tools to capture the greatest possible attention of students but, above all, prepare them as soon as possible for the challenges that a globalized world holds for them in the future (ECLAC, 2021; Dziuban et al., 2018).