Stroke education is a key factor in minimising secondary stroke risk, yet worldwide stroke education rates are low. Technology has the potential to increase stroke education accessibility. One technology that could be beneficial is augmented reality (AR). We developed and trialled a stroke education lesson using an AR application with stroke patients and significant others.

A feasibility study design was used. Following development of the AR stroke education lesson, 19 people with stroke and three significant others trialled the lesson then completed a customised mixed method questionnaire. The lesson involved narrated audio while participants interacted with a model brain via a tablet. Information about participant recruitment and retention, usage, and perceptions were collected.

Fifty-eight percent (n = 22) of eligible individuals consented to participate. Once recruited, 100% of participants (n = 22) were retained. Ninety percent of participants used the lesson once. Most participants used the application independently (81.82%, n = 18), had positive views about the lesson (over 80% across items including enjoyment, usefulness and perception of the application as a good learning tool) and reported improved confidence in stroke knowledge (72.73%, n = 16). Confidence in stroke knowledge post-lesson was associated with comfort using the application (p = 0.046, Fisher’s exact test) and perception of the application as a good learning tool (p = 0.009, Fisher’s exact test).

Technology-enhanced instruction in the form of AR is feasible for educating patients and significant others about stroke. Further research following refinement of the lesson is required.

卒中教育是最大限度降低继发性卒中风险的关键因素，但全球卒中教育率较低。技术有潜力提高中风教育的可及性。增强现实（AR）是一项可能有益的技术。我们使用 AR 应用程序为中风患者和其他重要人士开发并试用了中风教育课程。

采用了可行性研究设计。AR 中风教育课程开发完成后，19 名中风患者和三名重要的其他人尝试了该课程，然后完成了一份定制的混合方法问卷。该课程涉及旁白音频，参与者通过平板电脑与模型大脑进行交互。收集有关参与者招募和保留、使用和看法的信息。

百分之五十八 ( n = 22) 的合格个人同意参加。招募后，100% 的参与者 ( n = 22) 被保留。百分之九十的参与者使用过一次该课程。大多数参与者独立使用该应用程序（81.82%，n = 18），对课程持积极态度（超过 80% 的参与者对应用程序作为良好学习工具的享受、实用性和认知），并表示对中风知识的信心有所提高（ 72.73%，n = 16)。课后对中风知识的信心与使用应用程序的舒适度（p = 0.046，Fisher 精确检验）以及将该应用程序作为良好学习工具的看法相关（p= 0.009，费舍尔精确检验）。

AR 形式的技术增强教学对于对患者和其他重要人员进行有关中风的教育是可行的。课程完善后需要进一步研究。