Augmented reality

About: Augmented reality is a research topic. Over the lifetime, 36039 publications have been published within this topic receiving 479617 citations. The topic is also known as: AR.

Applications of augmented reality-based natural interactive learning in magnetic field instruction

Abstract: Educators must address several challenges inherent to the instruction of scientific disciplines such as physics -- expensive or insufficient laboratory equipment, equipment error, difficulty in simulating certain experimental conditions. Augmented reality (AR) can be a promising approach to address these challenges. In this paper, we discuss the design and implementation of an AR and motion-sensing learning technology that teaches magnetic fields in a junior high school physics course. The purpose of this study is to explore the effects of using natural interaction on students’ physics learning and deep understanding compared to traditional learning tools. The 38 eighth graders who participated in this study were assigned to either an experimental group or a control group. Analysis of the results shows that the AR-based motion-sensing software can improve students’ learning attitude and learning outcome. This study provides a case for the application of AR technology in secondary physics education.

A prospective randomized study to test the transfer of basic psychomotor skills from virtual reality to physical reality in a comparable training setting.

Abstract: Indications for laparoscopic interventions are constantly expanding, and currently the standard for an increasing number of operations is minimally invasive surgery (MIS). This means that surgeons in training have to learn laparoscopic techniques, having never performed the procedure in the conventional way. MIS demands psychomotor skills that are not required in conventional surgery, such as hand–eye coordination within a 3-dimensional scene seen on a 2-dimensional monitor. Moreover, traditional surgical training in which a learning surgeon performs parts of an operation guided by an experienced surgeon is hardly applicable in MIS. The introduction of MIS was initially associated with a high complication rate.1,2 The term “learning curve” was introduced to surgery to refer to the number of operations a surgeon has to perform to reach an experience level with a low complication rate.3 Depending on the type of operation, 15 to 100 procedures are required to reach the plateau of this learning curve.4–6 Further studies showed that even experienced laparoscopic surgeons had to go through a learning curve again when they learned new laparoscopic techniques or used new instruments.7 This led to the development of special training programs, which are associated with certain problems. More realistic training usually involves training on animals, which is elaborate, expensive, and not available to many surgeons. Moreover, this training does not include pathologic situations and anatomic variations, and thus, does not allow specific training for difficult situations. Basic training is carried out on conventional video training devices (CVT) using mechanical models. This training is inexpensive and readily available but not realistic. To overcome these problems, virtual reality (VR) trainers were developed that offer several advantages: permanent availability, training of specific skills, more or less realistic surgical scenarios, assessment of trainees, etc. Recent improvements in computer technology made the construction of advanced simulators possible, and a number of companies are now offering VR-trainers. The increasing economic orientation of medicine in conjunction with shorter training schedules underscores the importance of specific training programs. This is especially true for MIS because of its special requirements. Despite the importance of training for MIS, there is little scientific knowledge about the learning mechanisms involved in acquiring laparoscopic skills and the methods suitable for training.8 Conventional laparoscopic training aims to overcome these problems by providing realistic training conditions using laparoscopic instruments in mechanical models. Basic and advanced tasks are chosen based on empirical considerations. As soon as the trainee has reached a certain level of expertise, the training is continued in animal models, which are assumed to provide the most realistic training conditions. VR-trainers are likely to be an integral part of MIS training in the near future. It is therefore essential to know whether a simulator can provide a training environment that is suitable to improve surgical skills. Several studies have recently been conducted that document learning curves and training improvement with simulators.9–14 However, the important question remains whether skills acquired during simulator training can be transferred to a real situation. There are few studies on this topic, and they do not provide uniform results.15–18 Virtual laparoscopy simulators aim to resemble real instrument handling and object interactions. The degree of physical realism of the simulation varies depending on the hardware and software capabilities of a simulator. Because of limited computing power, a simulator can only represent a part of physical reality. This means that certain limitations have to be accepted for any simulation, eg, simplified surfaces of objects or organs, simplified or no haptic feedback, limited visual details, etc. The decision as to which part of reality should be simulated is based on assumptions about how laparoscopic skills are acquired and which parts of physical reality are important for successful training. Currently, there is little scientific evidence to prove that these assumptions are correct. The study of Seymour et al impressively showed that the MIST VR simulator could improve operating room performance.19 Although this study examined the training success of a VR-simulator in general, it has not yet been thoroughly validated whether a specific simulator design and specific tasks represent the reality that is needed to train laparoscopic skills. The rapid technical development and increasing availability of simulators necessitates methods to validate whether a VR-trainer provides a suitable environment for MIS training and whether the acquired skills can be transferred to real situations. The aim of this study was to compare a VR-trainer with a physically realistic environment. For the purpose of this study, a CVT served as the counterpart. The study design included specific training tasks that were identically constructed for the VR-trainer and the CVT. In doing so, we were able to directly compare the computer trainer, which is based on virtual reality, with the conventional trainer, which is based on physical reality. The chosen tasks were part of the basic skills training program and included instrument and camera manipulation. We postulated 3 hypotheses for the current study: 1) Training results in conventional and VR-training are comparable. 2) Skills acquired on the VR-simulator are transferable to the physically realistic environment of a conventional video trainer. 3) Laparoscopically experienced surgeons perform better than novices in conventional and VR-simulator training.

Augmented reality image display system and surgical robot system comprising the same

Abstract: An augmented reality image display system may be implemented together with a surgical robot system. The surgical robot system may include a slave system performing a surgical operation, a master system controlling the surgical operation of the slave system, an imaging system generating a virtual image of the inside of a patient's body, and an augmented reality image display system including a camera capturing a real image having a plurality of markers attached to the patient's body or a human body model. The augmented reality image system may include an augmented reality image generator which detects the plurality of markers in the real image, estimates the position and gaze direction of the camera using the detected markers, and generates an augmented reality image by overlaying a region of the virtual image over the real image, and a display which displays the augmented reality image.

The development and evaluation of an augmented reality-based armillary sphere for astronomical observation instruction

Abstract: Based on kinesthetic learning style theory and interviews regarding teachers' experiences applying traditional astronomy teaching methods, a mobile digital armillary sphere (MDAS) using augmented reality (AR) was developed for use during astronomical observation instruction. The MDAS enables visual processes and limb movements similar to those that would occur in actual outdoor experiences to be employed in the classroom, thereby overcoming existing instructional limitations. A quasi-experimental design method was adopted, and 200 fifth-grade students were selected as participants. The use of the MDAS in astronomical observation courses affected students' learning effectiveness and interest. The experimental results indicated that using the MDAS system during outdoor observation activities effectively enhanced both the students' learning of astronomical observation content and their performance of astronomical observation skills. In addition, use of the MDAS effectively increased students' interest in astronomical observations and learning, which had a substantial effect on retention.

Augmented reality in a wide area sentient environment

Abstract: Augmented reality (AR) both exposes and supplements the user's view of the real world. Previous AR work has focussed on the close registration of real and virtual objects, which requires very accurate real-time estimates of head position and orientation. Most of these systems have been tethered and restricted to small volumes. In contrast, we have chosen to concentrate on allowing the AR user to roam freely within an entire building. At AT&T Laboratories Cambridge we provide personnel with AR services using data from an ultrasonic tracking system, called the Bat system, which has been deployed building-wide. We have approached the challenge of implementing a wide-area, in-building AR system in two different ways. The first uses a head-mounted display connected to a laptop, which combines sparse position measurements from the Bat system with more frequent rotational information from an inertial tracker to render annotations and virtual objects that relate to or coexist with the real world. The second uses a PDA to provide a convenient portal with which the user can quickly view the augmented world. These systems can be used to annotate the world in a more-or-less seamless way, allowing a richer interaction with both real and virtual objects.