See Like an Expert: Gaze-Augmented Training Enhances Skill Acquisition in a Virtual Reality Robotic Suturing Task

Use of eye tracking in medical education

Eye tracking has become increasingly applied in medical education research for studying the cognitive processes that occur during the performance of a task, such as image interpretation and surgical skills development. However, analysis and interpretation of the large amount of data obtained by eye tracking can be confusing. In this article, our intention is to clarify the analysis and interpretation of the data obtained from eye tracking. Understanding the relationship between eye tracking metrics (such as gaze, pupil and blink rate) and cognitive processes (such as visual attention, perception, memory and cognitive workload) is essential. The importance of calibration and how the limitations of eye tracking can be overcome is also highlighted.

Visualizing a Task Performer’s Gaze to Foster Observers’ Performance and Learning—a Systematic Literature Review on Eye Movement Modeling Examples

Eye movement modeling examples (EMMEs) are instructional videos (e.g., tutorials) that visualize another person’s gaze location while they demonstrate how to perform a task. This systematic literature review provides a detailed overview of studies on the effects of EMME to foster observers’ performance and learning and highlights their differences in EMME designs. Through a broad, systematic search on four relevant databases, we identified 72 EMME studies (78 experiments). First, we created an overview of the different study backgrounds. Studies most often taught tasks from the domains of sports/physical education, medicine, aviation, and STEM areas and had different rationales for displaying EMME. Next, we outlined how studies differed in terms of participant characteristics, task types, and the design of the EMME materials, which makes it hard to infer how these differences affect performance and learning. Third, we concluded that the vast majority of the experiments showed at least some positive effects of EMME during learning, on tests directly after learning, and tests after a delay. Finally, our results provide a first indication of which EMME characteristics may positively influence learning. Future research should start to more systematically examine the effects of specific EMME design choices for specific participant populations and task types.

ACT-R based human digital twin to enhance operators' performance in process industries

To ensure safe and efficient operation, operators in process industries have to make timely decisions based on time-varying information. A holistic assessment of operators' performance is, therefore, challenging. Current approaches to operator performance assessment are subjective and ignore operators' cognitive behavior. In addition, these cannot be used to predict operators' expected responses during novel situations that may arise during plant operations. The present study seeks to develop a human digital twin (HDT) that can simulate a control room operator's behavior, even during various abnormal situations. The HDT has been developed using the ACT-R (Adaptive Control of Thought-Rational) cognitive architecture. It mimics a human operator as they monitor the process and intervene during abnormal situations. We conducted 426 trials to test the HDT's ability to handle disturbance rejection tasks. In these simulations, we varied the reward and penalty parameters to provide feedback to the HDT. We validated the HDT using the eye gaze behavior of 10 human subjects who completed 110 similar disturbance rejection tasks as that of the HDT. The results indicate that the HDT exhibits similar gaze behaviors as the human subjects, even when dealing with abnormal situations. These indicate that the HDT's cognitive capabilities are comparable to those of human operators. As possible applications, the proposed HDT can be used to generate a large database of human behavior during abnormalities which can then be used to spot and rectify flaws in novice operator's mental models. Additionally, the HDT can also enhance operators' decision-making during real-time operation.

Virtual Simulation in Undergraduate Medical Education: A Scoping Review of Recent Practice

Virtual simulation (VS) as an emerging interactive pedagogical strategy has been paid more and more attentions in the undergraduate medical education. Because of the fast development of modern computer simulation technologies, more and more advanced and emerging VS-based instructional practices are constantly increasing to promote medical education in diverse forms. In order to describe an overview of the current trends in VS-based medical teaching and learning, this scoping review presented a worldwide analysis of 92 recently published articles of VS in the undergraduate medical teaching and learning. The results indicated that 98% of included articles were from Europe, North America, and Asia, suggesting a possible inequity in digital medical education. Half (52%) studies reported the immersive virtual reality (VR) application. Evidence for educational effectiveness of VS in medical students’ knowledge or skills was sufficient as per Kirkpatrick’s model of outcome evaluation. Recently, VS has been widely integrated in surgical procedural training, emergency and pediatric emergency medicine training, teaching of basic medical sciences, medical radiation and imaging, puncture or catheterization training, interprofessional medical education, and other case-based learning experiences. Some challenges, such as accessibility of VS instructional resources, lack of infrastructure, “decoupling” users from reality, as well as how to increase students’ motivation and engagement, should be addressed.