## 4 Results
### Short-Term Learning Outcomes  
First, we checked whether the patients in the different groups learned using the learning method of their group (traditional, mobile AR application, MR application using Meta Quest 2, MR application using Meta Quest 3). The Wilcoxon Signed-rank test was applied to determine if patients showed learning improvements through the traditional method (_W_ = 0, \(Z\) = -4.396, \(p\) < 0.001, \(r\) = 0.622). This analysis involved comparing the scores before the traditional learning session (_Mdn_ = 3.0; _IQR_ = 4.0) with those obtained afterward (_Mdn_ = 7.0; _IQR_ = 2.0). The Wilcoxon Signed-rank test was applied to evaluate whether students learned using the mobile AR application (_W_ = 0.0, \(Z\) = -4.526, \(p\) < 0.001, \(r\) = 0.616). This analysis compared the scores from before (_Mdn_ = 4.0; _IQR_ = 3.0) and after using the AR application (_Mdn_ = 8.0; _IQR_ = 1.0). The Wilcoxon Signed-rank test was applied to evaluate whether students learned using the MR application with Quest 2 (_W_ = 0, \(Z\) = -3.917, \(p\) < 0.001, \(r\) = 0.619). This analysis compared the scores from before (_Mdn_ = 4.0; _IQR_ = 2.25) and after using the MR application with Quest 2 (_Mdn_ = 7.0; _IQR_ = 2.0). The Wilcoxon Signed-rank test was applied to evaluate whether students learned using the MR application with Quest 3 (_W_ = 0, \(Z\) = -3.925, \(p\) < 0.001, \(r\) = 0.621). This analysis compared the scores from before (_Mdn_ = 3.5; _IQR_ = 3.0) and after using the MR application with Quest 3 (_Mdn_ = 8.0; _IQR_ = 2.0). Second, the Kruskal-Wallis test was applied to assess whether the patients' initial knowledge differed among the different groups (traditional, mobile AR application, MR application using Meta Quest 2, MR application using Meta Quest 3). This analysis revealed that there were no significant differences among the different groups (d.f. = 3, \(H\) = 4.7155, \(p\) = 0.1939). Third, the Kruskal-Wallis test was applied to assess whether the knowledge after using the different learning methods (traditional, mobile AR application, MR application usingMeta Quest 2, MR application using Meta Quest 3) differed between the different groups. This analysis revealed that there were significant differences among the different groups (d.f. = 3, \(H\) = 17.061, \(p\) < 0.001). For this reason, the different methods were compared two by two using Mann-Whitney \(U\) tests. The results of these tests are shown in Table 2. Significant differences were found for three of the comparisons: for learning between the traditional method and the mobile AR application, in favor of mobile AR application; for learning between the traditional method and the MR application with Quest 3, in favor of the MR application with Quest 3; and for learning between the MR application with Quest 2 and the application of MR with Quest 3, in favor of Quest 3. The means (standard deviations) of post-learning knowledge scores after using the different learning methods are shown in Table 3. The highest post-learning knowledge means, in descending order, are for MR Quest 3, Mobile AR, MR Quest 2, and Traditional. Fourth, the Kruskal-Wallis test was used to assess whether the increase in knowledge (score after learning with the method minus the initial score) differed when using the different learning methods. This analysis revealed that there were no significant differences among the different groups (d.f. = 3, \(H\) = 1.7449, \(p\) = 0.627). The means (standard deviations) of knowledge increase after using the different learning methods are shown in Table 4. The highest knowledge increase means, in descending order, are for MR Quest 3, MR Quest 2, Traditional, and Mobile AR. Figure 8 presents a box plot for the scores obtained by the patients before and after learning with the different learning methods. Figure 9 presents a box plot of the leaning gains with the different learning methods. From all of these results, we can conclude that the use of all four learning methods was effective for short-term knowledge transfer.