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Visualization of Area Units with Augmented Reality
Abstract
Area measurement has a high priority in mathematics school education. Nevertheless, many students have problems understanding the concept of area measurement. An AR tool for visualizing square units on objects in the real world is developed to enable teachers to support understanding already in primary school. This work-in-progress paper presents the initial test version and discusses the first teaching experiment results. The students’ feedback and use of the app showed possible adaptations of the AR tool, e.g., that the idea of dynamic geometry could be incorporated in the future.
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In response to the growing need for more relevant school history, the notion of historical consciousness has come to represent a way to help students understand the links between past, present, and future. However, translating the construct into practice in an ongoing puzzle in the field. Recently, efforts have been made to operationalize historical consciousness via a competency-based approach, but this is arguably problematic, because its proponents view historical consciousness as a hermeneutic quest for meaning yet operationalize it as a set path of mental processing. This article explores a different approach based on meaning-making practice. It does so through an extensive review and synthesis of the relevant literature, and based on the results, it suggests operationalizing historical consciousness through negotiating the presence of the past, inquiring about the past with the help of disciplinary and everyday habits of mind, and building a sense of historical being.
Various aspects of computational thinking (CT) could be supported by educational contexts such as simulations and video-games construction. In this field study, potential differences in student motivation and learning were empirically examined through students’ code. For this purpose, we performed a teaching intervention that took place over five weeks, with two-hour sessions per week, plus two more weeks for the pretest and post-test projects. Students were taught programming concepts through a science project; one group represented the function of a basic electric circuit by creating a simulation, while the other group represented the same function by creating a video game in which a player should achieve a score in order to win. Video game construction resulted in projects with higher CT skills and more primitives, as measured through projects’ code analysis. Moreover, the video-game context seems to better motivate students for future engagement with computing activities.
Because non-verbal communication (NVC) cues such as body language and
paralanguage are not visibly present in asynchronous text-based online learning,
this study seeks to find out if eNVC is correlated with social/teaching presence and
digital literacy in an asynchronous online learning environment? And if the
aforementioned presences are correlated with students’ motivation, level of
engagement, and overall perception of the online learning experience
Discussions about teaching area measurement in primary school have been ongoing over some decades. However, investigations that thoroughly examine the current research on conceptual understanding in area measuring in elementary schools are still lacking. The objective of this paper is to review whether conceptual knowledge in area measurement may support students to obtain better results in primary schools. This study is to gain insight into how conceptual knowledge in area measurement has been portrayed for primary school students, and reveal possible omissions and gaps in the synthesized literature on the subject. To gather information, two databases were used: Scopus and Web of Science. Primary searches pulled up many studies on the subject of investigation. After analyzing abstracts and eliminating duplicates, our systematic review indicates that there seems a direct link between conceptual understanding and area measurement in primary school mathematics. Hence, teaching children the principle of area measurement rather than a procedure for solving problems seems to be the most effective way of improving problem-solving skills and conceptual understanding for primary students.
The metaverse is a kind of imagined world with immersive digital spaces that increase, allowing a more interactive environment in educational settings. The metaverse is an expansion of the synchronous communication that embraces an effective number of users to share different experiences. The study aims to investigate the students' perceptions towards metaverse system for educational purposes in the Gulf area. The conceptual model comprises the adoption properties, namely trialability, observability, compatibility, and complexity, users' satisfaction, personal innovativeness, and Technology Acceptance Model (TAM) constructs. The novelty of the paper lies in its conceptual model that correlates both personal-based characteristics and technology-based features. In addition, the novel approach of hybrid analysis will be used in the current study to perform deep-learning-based analysis of structural equation modelling (SEM) and artificial neural network (ANN). Moreover, the importance-performance map analysis (IPMA) is used in the current study to evaluate the involved factors for their importance and performance. The study identified Perceived Usefulness (PU) to be an essential predictor of the factor of Users’ Intention to Use the Metaverse System (MS). The fact was discovered during ANN and IPMA analysis. Furthermore, this study is practically significant, as it helped the concerned authorities in educational sector in understanding the significance of each factor and allowed them to make efforts and plans according to the order of significance of factors. Another important implication of the study is methodological in nature. It validates that deep ANN architecture can offer deep insight into non-linear relationships shared by various factors of a theoretical model.
Immersive virtual reality can potentially open up interesting geological sites to students, academics and others who may not have had the opportunity to visit such sites previously. We study how users perceive the usefulness of an immersive virtual reality approach applied to Earth Sciences teaching and communication. During nine immersive virtual reality-based events held in 2018 and 2019 in various locations (Vienna in Austria, Milan and Catania in Italy, Santorini in Greece), a large number of visitors had the opportunity to navigate, in immersive mode, across geological landscapes reconstructed by cutting-edge, unmanned aerial system-based photogrammetry techniques. The reconstructed virtual geological environments are specifically chosen virtual geosites, from Santorini (Greece), the North Volcanic Zone (Iceland), and Mt. Etna (Italy). Following the user experiences, we collected 459 questionnaires, with a large spread in participant age and cultural background. We find that the majority of respondents would be willing to repeat the immersive virtual reality experience, and importantly, most of the students and Earth Science academics who took part in the navigation confirmed the usefulness of this approach for geo-education purposes.
Climate services are becoming instrumental for providing actionable climate information to society. To understand the needs of society, climate service providers increasingly engage in processes of co-creation with practitioners. Yet, while these science-practice interactions are highly promising to match the demand and supply side of climate services, they come with challenges of their own. Potential barriers include difficulties in mutual understanding, diverging perspectives on the research problem, or a lack of resources and training in engaging with practice partners. Importantly, however, these barriers are surmountable if properly addressed. In this paper, we present the results of a series of interviews with researchers working in the funding line European Research Area for Climate Services (ERA4CS). We identify five challenges that these researchers are facing in their interactions with practice partners. From these challenges, we infer best practices that can help to strengthen such interactions. In line with other suggestions in the literature, we propose the role of a boundary manager as a promising way to put these best practices into action. This mediating role between science and society either can be taken by scientists themselves, or can be institutionalized as a dedicated position within climate service organizations. Adding to the experience that climate service providers already have, increased emphasis on boundary management could further improve their science-practice engagements
Three-dimensional (3D) representations are often more effective for learning about spatial objects than two-dimensional (2D) representations. In augmented reality (AR), which can include 2D and 3D visualizations, learners’ perceptions might differ from other visual media. To examine the specific influence of the dimensionality of AR visualizations on learning the spatial structure of components, 3D and 2D AR representations of the human heart were compared in an experimental laboratory study, otherwise keeping the conditions as comparable as possible. The participants (N = 150) received the respective AR representation and were instructed to look for the hearts’ components mentioned in an informational text. As expected, learning with the 3D compared to the 2D representation resulted in higher germane cognitive load and knowledge about spatial relations of components. Proposed effects on extraneous cognitive load, knowledge about spatial positions of components and mediation effects were not found. Higher mental rotation abilities were found to be more beneficial for learning with the 3D visualization, suggesting that these learners were better equipped for this task and supporting an ability-as-enhancer hypothesis. Overall, the study revealed that even in AR scenarios, 3D visualizations may be better to convey knowledge about spatial structures than 2D visualizations. Moreover, the results emphasize the specific moderating role of spatial abilities when learning with 3D AR material. In future research with various spatial learning material and spatial abilities, the generalizability of these results needs to be examined, so that ultimately more insights can be gained for the design of optimal AR learning experiences.
For the past two decades, slide-based presentation has been the method of content delivery in medical education. In recent years, other teaching modalities involving three-dimensional (3D) visualization such as 3D printed anatomical models, virtual reality (VR), and augmented reality (AR) have been explored to augment the education experience. This review article will analyze the use of slide-based presentation, 3D printed anatomical models, AR, and VR technologies in medical education, including their benefits and limitations.
With the advancement of Artificial Intelligence (AI), much has been made of the use of AI in education. Central to that is the idea of an Automated Response System (ARS). Current adoption of ARS’s in education has been mainly in the realm of administrative tasks but is likely to move into the support of teaching. ARS can be used as a supplement for teaching as it provides instant feedback, and 24/7 support. Having a highly accessible, 24/7 ARS can help relieve some of the burdens placed on teachers, especially in a post COVID-19 environment, where teachers expect work to intensify, rather than simplify. In this paper we present a work-in-progress that proposes what features an ARS for education should have, how these would be useful and how these features help teachers assist students meet their learning outcomes in a holistic manner.
Viewing self-video during videoconferences potentially causes negative self-focused attention that contributes to virtual meeting (VM) or "Zoom" fatigue. The present research examines this proposition, focusing on facial dissatisfaction-feeling unhappy about one's own facial appearance-as a potential psychological mechanism of VM fatigue. A study of survey responses from a panel of 613 adults found that VM fatigue was 14.9 percent higher for women than for men, and 11.1 percent higher for Asian than for White participants. These gender and race/ethnicity differences were found to be mediated by facial dissatisfaction. This study replicates earlier VM fatigue research, extends the theoretical understanding of facial dissatisfaction as a psychological mechanism of VM fatigue, and suggests that practical approaches to mitigating VM fatigue could include implementing technological features that reduce self-focused attention during VMs (e.g., employing avatars).
Gamification is used in various disciplines to elucidate complex problems. These disciplines are typically the science, technology, engineering, and mathematics disciplines. It is not known whether gamification can be used to teach research methodology. MinecraftEDU was used to create games to explain the various concepts within research methodology. The purpose was to force students to engage with the theory and literature and create a game based on their insights. An analysis of the students’ feedback indicates that they preferred this method to more traditional lectures. Although they experienced initial problems with the MinecraftEDU environment, the overall experience was perceived as positive. The results indicate that gamification can be used to teach research methodology, but more research is needed to determine how game elements can be incorporated into a research methodology game.
The global pandemic forced us to rethink education to fight Covid-19 and apply social distancing during lectures. Luckily, we could rely on earlier research into distance education in general, and more specifically, into synchronous hybrid learning. During synchronous hybrid learning both on-site and remote students are connected and taught synchronously in what we call at our university the ‘hybrid classroom’ or ‘hybrid lecture hall’. In order to further substantiate this potential new normal, research is needed to investigate the influencing factors of engagement and learning in these new environments from a student and teacher perspective. In this study, two different hybrid learning designs and practices are explored and analysed through the lens of the activity-centred analysis and design (ACAD) framework. Next to this more qualitative approach, this study also presents quantitative results on the effect of the level of presence (on-site versus remote, with or without interaction) on conceptual and affective outcomes. In terms of the student perspective, this study did not find any significant differences between physical and remote presence regarding conceptual understanding, yet significant differences were found in regard of affective engagement in favour of the on-site students and remote students having the opportunity to interact. In line with the ACAD framework, our research found that successful learning and teaching activities are interrelated with set, epistemic, and social design decisions.
As an emerging technology, virtual reality (VR) is now being used in education, particularly with STEM-related learning. However, as with all pedagogical innovation, there is a lack of empirical research on the application of VR in situations where students are using it with their second language (L2) and existing studies generally rely on the use of non-immersive VR tools. This paper is one step in a process of understanding the affordances and constraints of a fully immersive VR system in facilitating language learning for English as a foreign language (EFL) nurses. The results of a small-scale study suggested that learners appreciated the different features of VR, which enhanced the integration of virtuality, reality, and mentality. In addition, mediating factors of this VR learning experience were discussed based on the data set. Informed by the current findings, the paper puts forward suggestions for designing VR-supported language learning, which hopefully sheds some light on the complex nature of the effective use of VR in learning.
It is essential to expose students to real situations in science courses, to experience how classroom concepts are reflected in the real world. However, the materials and methods available are not always very adequate; for example, chemistry courses involve the supervision of reagents to avoid risky situations, in addition to the costs, logistics of preparing materials, and possible adverse environmental factors. As an alternative solution, the following experience was carried out using virtual reality (VR) equipment, with very realistic applications that allowed 304 fourth semester high school students to have an immersive, interactive, and contextualized experience of the disciplinary contents. The students were asked about their perception regarding the motivation and acceptance of the use of virtual reality. The results were 72% positive for attention, 61% positive for relevance, 64% positive for trust, and 71% positive for satisfaction. Also, they mentioned their intention to continue using this resource and create lines of research to study the different aspects that could form a disciplinary proposal for an entire course based on virtual reality.
Immersive virtual reality (VR) shows a lot of potential for the training of professionals in the emergency response domain. Firefighters occupy a unique position among emergency personnel as the threats they encounter are mainly environmental. Immersive VR therefore represents a great opportunity to be utilized for firefighter training. This systematic review summarizes the existing literature of VR firefighting training that has a specific focus on human factors and learning outcomes, as opposed to literature that solely covers the system, or simulation, with little consideration given to its user. An extensive literature search followed by rigorous filtering of publications with narrowly defined criteria was performed to aggregate results from methodologically sound user studies. The included studies provide evidence that suggests the suitability of VR firefighter training, especially in search and rescue and commander training scenarios. Although the overall number of publications is small, the viability of VR as an ecologically valid analog to real-life training is promising. In the future, more work is needed to establish clear evidence and guidelines to optimize the effectiveness of VR training and to increase reliable data through appropriate research endeavors.
Research has shown that students within an applied professional education program, such as Construction Management (CM), often appreciate active learning. CM researchers have explored a variety of active learning approaches, but faculty perceptions across a variety of active learning strategies have not been considered. This research seeks to explore faculty perceptions, strategies, training, and barriers that may encourage or limit use of active learning within CM education. Results are based on 65 respondents from 55 universities who are members of the Associated Schools of Construction (ASC). Data indicates a positive perception of active learning by ASC faculty, opportunities for development of relatively simple but seldom-used active teaching strategies, and a need for the expanded breadth and depth of training in active learning. If these identified opportunities were expanded and training was enhanced, active learning within CM education could continue to propagate, enhancing the learning experience for both faculty and students.
Objective
Training young physicians in gastrointestinal endoscopy through virtual reality (VR) simulators has become popular. It is important to evaluate the benefits and usefulness of this technology for teaching endoscopic skills. The objective of this literature review was to understand the benefits of VR technology through quantitative and qualitative examination of learning outcomes.
Methods
A literature search of 7 databases was conducted. Studies which compared the effects of learning through VR simulation and another method of learning were included. In addition, studies were included if they evaluated learning outcomes on clinical patients. Participants could be medical residents, fellows, physicians, or nurses. Common outcomes measured across studies included subjective overall performance scores, total procedure times, rate of successful procedure completion, error rates, patient pain or discomfort, and measures of independence.
Results
A total of 22 studies were included. Overall, VR simulation training was seen to be comparable or significantly better than clinical training, no training, other types of simulation, and another form of VR training. Many authors reported increasing patient safety, reducing stress and time constraints, and shortening the learning curve as advantages of VR simulation training. However, this form of training is also expensive and may result in the learning of bad habits.
Conclusion
VR simulation technology can be a valuable form of educating endoscopy novices if properly supervised during training, and if there is also integration of clinical training.
Virtual Reality (VR) technology is frequently applied in simulation, particularly in medical training. VR medical training often requires user input either from controllers or free-hand gestures. Nowadays, hand gestures are commonly tracked via built-in cameras from a VR headset. Like controllers, hand tracking can be used in VR applications to control virtual objects. This research developed VR intubation training as a case study and applied controllers and hand tracking for four interactions—namely collision, grabbing, pressing, and release. The quasi-experimental design assigned 30 medical students in clinical training to investigate the differences between using VR controller and hand tracking in medical interactions. The subjects were divided into two groups, one with VR controllers and the other with VR hand tracking, to study the interaction time and user satisfaction in seven procedures. System Usability Scale (SUS) and User Satisfaction Evaluation Questionnaire (USEQ) were used to measure user usability and satisfaction, respectively. The results showed that the interaction time of each procedure was not different. Similarly, according to SUS and USEQ scores, satisfaction and usability were also not different. Therefore, in VR intubation training, using hand tracking has no difference in results to using controllers. As medical training with free-hand gestures is more natural for real-world situations, hand tracking will play an important role as user input for VR medical training. This allows trainees to recognize and correct their postures intuitively, which is more beneficial for self-learning and practicing.
One in every six persons in the UK suffers a hearing loss, either as a condition they have been born with, or they developed during their life. Nine hundred thousand people in the UK are severely or profoundly deaf. Based on a study by Action on Hearing Loss UK in 2013 only 17 percent of this population, can use the British Sign Language (BSL). That leaves a massive proportion of people with a hearing impediment who do not use sign language struggling in social interaction and suffering from emotional distress. It also leaves even a larger proportion of Hearing people who cannot communicate with those of the deaf community. This paper presents a Serious Game (SG) that aims to close the communication gap between able hearing people and people with hearing impairment by providing a tool that facilitates BSL learning targeting the adult population. The paper presents the theoretical framework supporting adult learning based on which a SG game using Virtual Reality (VR) technology has been developed. The paper explains the experimental framework of the study. It presents the creation of the research instruments to facilitate the study comprising of a SG that integrates video and conventional video-based educational material. It reports and analyses the study results that demonstrate the advantage of the SG in effectively supporting users learning a set of BSL signs. It also presents qualitative outcomes that inform the further development of the game to serve learning needs. The paper closes with conclusions, directions for further development of this educational resource, and future studies.
Advancing the field of research in Immersive Learning Environments requires avoiding the pitfalls of previous educational technologies. Studies must consider the actual use of these environments and the context where it occurs, not simply the technocentric perspectives on these environments. This paper provides an overview and analysis of surveys on this topic, in order to map the field and find out which information on actual uses of Immersive Learning Environments are reported, and hence which gaps need to be covered towards a robust, encompassing knowledge on their relationship with learning. Collected accounts of use were clustered via thematic analysis and contrasted with research areas in learning and technology, highlighting the gaps in the field and serving as a blueprint for research agendas on uses of immersive learning environments.
Science, Technology, Engineering and Mathematics (STEM) skills comprise a crucial meta-discipline for success in the 21st century. Education in the industry 4.0 era can be enhanced by adopting immersive technologies such as Virtual (VR) and Augmented Reality (AR). VR can support creative student-centered teaching and learning methods in STEM, such as playful learning, gameful learning (gamification), and serious games. Serious escape rooms are digital interactive, live adventure breakout games with a pedagogical rationale. This paper examines the perceptions of K-12 school education teachers towards digital educational escape rooms for STEM education in VR environments. Twenty-eight Greek teachers responded to a questionnaire after having experienced a cost-effective science-themed digital escape room. Results indicate that teachers reacted positively to the VR escape room, appreciating its value for learning. Moreover, they are eager to engage in professional development activities and embrace gameful learning methods.
This study examines the effect of teacher education courses for technology integration (TECTI) on preservice teacher attitudes and beliefs from 2007–2017. Technology attitudes are the affective stances leading to observable technology integration behaviors. Technology beliefs are the pedagogical beliefs on teaching and learning with technology. Subgroup analyses were executed to examine course design features (e.g., observation) within TECTI and study features theorized to moderate outcomes. The process examined k = 34 and k = 12 independent effect sizes for attitudes and beliefs, respectively. This results showed significant, positive effect of the effect size (ES) on attitudes at ES 0.646 (CI 0.477, 0.815), and beliefs at ES 0.302 (CI 0.008, 0.596) using random-effects models. The subgroup analyses showed some significant results. A full discussion with limitations and future research is provided.
Chatbots can be defined as artificial narrow intelligence (ANI) that is programmed to perform a single task such as answering customers' questions by harnessing the power of machine learning. However, there is a lack of educational-related chatbots developed to interact with learners in mobile instant messaging (MIM) apps, as well as a lack of theoretical grounding for chatbots for teaching and learning purposes. In this study, a chatbot taking on the role of an instructor, was developed to teach adult students fake news identification in an online course via the WeChat MIM app. We provide a detailed description of the MIM chatbot development guided by the Community of Inquiry theoretical framework. We present the evaluation of the MIM chatbot based on a self-reported survey regarding students' perceptions of the teaching presence, social presence, and cognitive presence. The findings revealed social presence mainly existed between the chatbot and individual student in a MIM learning environment. We hence offer some preliminary design principles for future educational chatbot design.
In recent years, three-dimensional (3D) scanning has become the main tool for recording, documenting, and preserving cultural heritage in the long term. It has become the “document” most in demand today by historians, curators, and art restorers to carry out their work based on a “digital twin,” that is, a totally reliable and accurate model of the object in question. Thanks to 3D scanning, we can preserve reliable models in digital format of the real state of our heritage, some of which are currently destroyed. The first step is to digitize our heritage with the highest possible quality and precision. To do this, it will be necessary to identify the most appropriate technique. In this article, we will show some of the main digitization techniques currently used in sculpture heritage and the workflows associated with them to obtain high-quality models. Finally, a complete comparative analysis will be made to show their main advantages and disadvantages.
Combining transcranial magnetic stimulation (TMS) with electroencephalography (EEG) is growing in popularity as a method for probing the reactivity and connectivity of neural circuits in basic and clinical research. However, using EEG to measure the neural responses to TMS is challenging due to the unique artifacts introduced by combining the two techniques. In this paper, we overview the artifacts present in TMS-EEG data and the offline cleaning methods used to suppress these unwanted signals. We then describe how open science practices, including the development of open-source toolboxes designed for TMS-EEG analysis (e.g., TESA - the TMS-EEG signal analyser), have improved the availability and reproducibility of TMS-EEG cleaning methods. We provide theoretical and practical considerations for designing TMS-EEG cleaning pipelines and then give an example of how to compare different pipelines using TESA. We show that changing even a single step in a pipeline designed to suppress decay artifacts results in TMS-evoked potentials (TEPs) with small differences in amplitude and spatial topography. The variability in TEPs resulting from the choice of cleaning pipeline has important implications for comparing TMS-EEG findings between research groups which use different online and offline approaches. Finally, we discuss the challenges of validating cleaning pipelines and recommend that researchers compare outcomes from TMS-EEG experiments using multiple pipelines to ensure findings are not related to the choice of cleaning methods. We conclude that the continued improvement, availability, and validation of cleaning pipelines is essential to ensure TMS-EEG reaches its full potential as a method for studying human neurophysiology.
A serious game has been introduced as an alternative tool to support teaching and learning. It integrates entertainment and non-entertainment elements to encourage the voluntary learning of knowledge and skills. One of the essential entertainment elements in the serious game to motivate learning is the enjoyment element. However, studies on models to analyze this enjoyment element are still limited. Most models present isolated and specific approaches for specific games that cannot scale to other games. In this chapter, a generic enjoyment analytics framework is proposed. The framework aims to capture learners' enjoyment experience using open-ended feedback, analyze the feedback using sentiment analytics models, and visualize the results in an interactive dashboard. Using this framework, the lecturers would interpret the learners' experience towards the topic and the game and capture difficulties the learners may encounter during the game. It would help the lecturers to decide follow-up actions required for the learners to improve the learning.
Augmented reality (AR) technology is widely used in various fields. However, there are few systematic reviews on the application of AR in vocational training. To fill this research gap, the current study reviewed the application of AR technology in the training of various industries over a 20 year period (2000–2021). Through cross-referencing and abstract reading, 80 relevant studies were selected for the final analysis from two perspectives: the improvement of vocational skills (including application area, target audience, training objectives, and effects) and AR training technology (including AR application, AR training system, and device). Furthermore, CiteSpaceV was employed to analyze the research hotspots and trends of AR vocational training. The results indicated that AR training is frequently applied in the industry, vocational education and medical fields. Among these industries, AR has been most frequently used in medical training, industrial maintenance, and assembly. Furthermore, AR glasses, simulators, the Unity3D game engine, 360° panorama, AR systems and apps are becoming widely used for training tasks. The benefits of these systems have been identified. We also explored the impact of AR on vocational training results. Based on 17 empirical studies, this study summarized the results and advantages of AR vocational training. This verified that AR has a high promotion effect on vocational training when the meta-analysis method is used. Future researchers can study how vocational skills education can be combined with these new intelligent technologies to design more mature teaching practice cases.
Due to a rising number of product variants and an increase in complexity, manual assembly tasks lead to increasing physical and mental strain on employees. In order to maintain their health, an individual strain-oriented employee scheduling is necessary. In the conducted study, the individual physical and mental strain during manual assembly tasks is determined by using smart sensors and questionnaires. This paper presents the structure and process of the study as well as the first results of the applied questionnaires regarding the differences between the two levels of workload and concerning the validity to capture subjective strain. The performance requirements assembly competence and chronic stress were identified as predictors for perceived subjective physical and mental strain, queried by NASA-RTLX and Borg.
Recent developments in data science in general and machine learning in particular have transformed the way experts envision the future of surgery. Surgical Data Science (SDS) is a new research field that aims to improve the quality of interventional healthcare through the capture, organization, analysis and modeling of data. While an increasing number of data-driven approaches and clinical applications have been studied in the fields of radiological and clinical data science, translational success stories are still lacking in surgery. In this publication, we shed light on the underlying reasons and provide a roadmap for future advances in the field. Based on an international workshop involving leading researchers in the field of SDS, we review current practice, key achievements and initiatives as well as available standards and tools for a number of topics relevant to the field, namely (1) infrastructure for data acquisition, storage and access in the presence of regulatory constraints, (2) data annotation and sharing and (3) data analytics. We further complement this technical perspective with (4) a review of currently available SDS products and the translational progress from academia and (5) a roadmap for faster clinical translation and exploitation of the full potential of SDS, based on an international multi-round Delphi process.
Augmented reality (AR) is a technology that allows overlaying of virtual elements on top of the physical environment. This enhances the perception and conveys additional information to the user. With the emergence of industry 4.0 concepts in manufacturing landscape, AR found its way to improve existing Human-Machine Interfaces (HMI) on the shop-floor. The industrial setting has a wide variety of application opportunities from AR, ranging from training and digital work instructions to quality inspection and remote maintenance. Even though its implementation in the industry is rising in popularity, it is still mainly restricted to large companies due the limited availability of resources in Small and Medium Size Enterprises (SME). However, SMEs can benefit from AR solutions in its production processes. Therefore, this research aims to develop and present the results of comparison of two simple and cost-effective AR software frameworks for Hand Held Device (HHD) and a Head Mounted Device (HMD), which can be applied for developing AR applications for manufacturing. Two AR applications are developed using these software frameworks which are presented in the case study section. Android device is chosen as a HHD and HoloLens is the HMD used in the case study. The development structure can be reproduced by a wider range of enterprises with diverse needs and resource availability.
p style="text-align: justify;">Spatial thinking has roles to facilitate learners to remember, understand, reason, and communicate objects and the connections among objects that are represented in space. This research aims to analyze the spatial thinking process of students in constructing new knowledge seen from the field-independent cognitive style learners based on Action-Process-Object-Schema (APOS) theory. APOS theory is used to explore spatial thinking processes which consist of mental structures of action, process, object, and schema. This research is qualitative research with an exploratory method. It provided the students' opportunity to solve problems alternately until the method found the most appropriate subjects for the research objectives. The subjects were 2 students of Mathematics Education in the fourth semester of Universitas Muria Kudus Indonesia. The data collection techniques were started by distributing the validated and reliable spatial thinking questions, the cognitive style question, and the interview. The applied data analysis consisted of data reduction, presentation, and conclusion. The findings showed (1) spatial thinking process of holistic-external representation typed learners were indicated by the representative thinking element, abstract-illustrative figure expression to communicate and complete the tasks correctly, (2) spatial thinking process of the holistic-internal representation typed learners were indicated by the representative means, having ideas, connecting with the previous knowledge in the forms of symbols and numbers, and finding the final results correctly although incomplete.</p
Augmented Reality (AR) is an emerging technology offering a great potential in assisting humans in a wide range of industrial processes, from manufacturing to validation and maintenance. However, very few AR solutions have been adopted so far in industrial sectors, mainly because of technical and acceptability issues. This paper has three main contributions: (1) it identifies potential barriers for AR adoption in manufacturing environments; (2) it proposes an AR training methodology that overcomes these challenges and finally, (3) it evaluates the proposed AR training approach in a concrete, real-world use case by conducting a field experiment with 12 participants. Our findings indicate that low-cost assistive visual assets (i.e. text, images, videos and arrows) can be sufficient for effectively delivering complex manual assembly instructions through AR head-mounted displays (i.e., Hololens 2). We finally discuss how the proposed methodology simplifies considerably the authoring of the AR instructions and how this technique can potentially be generalized to other similar industrial scenarios.
With the COVID-19 pandemic, distributed and remote working became a necessity but in agile project management, social interactions like daily standup meetings in Scrum are vital for the project success. Mixed reality can provide a new way of combining remote collaboration with innovative 3D visualizations to analyze the project status. In this paper, we present a visual immersive analytics framework for project management (VIAProMa). It imports data from project management tools like the GitHub issue tracker for open-source projects. With these task data as the basis, it can generate three-dimensional visualizations, e.g. about the overall progress or the competences of individual developers. Developers, stakeholders and end users can meet in the collaborative virtual environment as avatars and establish a spatial structure with the task cards and visualizations. Therefore, VIAProMa with its adapted and customized mixed reality project management features supports both the shared meetings and the information flow in the project. The shared environment makes it a suitable tool for DevOpsUseXR, an extension to the DevOps workflow, where end users are able to participate in the development process in mixed reality. The resulting implementation is available as an open-source project with cross-platform capabilities targeting the Microsoft HoloLens, HTC VIVE and Android smartphones, as well as tablets. The framework is applied in university teaching classes to convey agile methodology in mixed reality programming practices.