An Augmented Reality-Based Mobile Application Facilitates the Learning about the Spinal Cord

Expanding Educational Frontiers in Neurosurgery: Current and Future Uses of Augmented Reality

BACKGROUND

Augmented reality (AR) technology is a new and promising option to advance and expand neurosurgical training because of recent advances in computer vision technology, improved AR software and hardware, and growing acceptance of this technology in clinical practice.

OBJECTIVE

To analyze the current status of AR use cases with the goal of envisioning future uses of AR in neurosurgical education.

METHODS

Articles applying to AR technology use in neurosurgical education were identified using PubMed, Google Scholar, and Web of Science databases following the Preferred Reporting Items of Systematic Reviews and Meta-Analyses guidelines. Articles were included for review based on applicable content related to neurosurgical or neuroanatomy training. Assessment of literature quality was completed using standardized MERSQI scoring.

RESULTS

The systematic search identified 2648 unique articles. Of these, 12 studies met inclusion criteria after extensive review. The average MERSQI score was 10.2 (SD: 1.7). The most common AR platform identified in this study was the Microsoft Hololens. The primary goals of the studies were to improve technical skills and approaches to surgical planning or improve understanding of neuroanatomy.

CONCLUSION

Augmented reality has emerged as a promising training tool in neurosurgery. This is demonstrated in the wide range of cases in technical training and anatomic education. It remains unclear how AR-based training compares directly with traditional training methods; however, AR shows great promise in the ability to further enhance and innovate neurosurgical education and training.

Determining factors affecting the perceived usability of air pollution detection mobile application "AirVisual" in Thailand: A structural equation model forest classifier approach

Air pollution has been evident worldwide. It presented numerous pieces of evidence that affect health-related adverse effects causing diseases and even death and the development of technology has helped monitor the exposure of people to air pollution. This research analyzed factors affecting the perceived usability of air pollution detection on the 'AirVisual' mobile application based on the integrated model of Protection Motivation Theory (PMT) and Unified Theory of Acceptance and Use of Technology (UTAUT2). A total of 416 participants voluntarily answered a self-administered survey consisting of adapted constructs covering factors such as Performance expectancy (PE), Effort expectancy (EE), Social influence (SI), Facilitating conditions (FC), Habit (HB), Perceived risk (PR), Perceived trust (PT), Intention to use (IU), and Perceived usability (PU). Structural Equation Modeling and Random Forest Classifier were utilized to determine factors affecting perceived usability of the 'AirVisual' mobile application. The results showed that PE, EE, SI, and FC were key factors leading to very high PU among users. Moreover, IU was seen to be the most significant factor affecting PU, followed by PT, PR, and HB. This study is one of the first studies that considered the evaluation of usability among health-related mobile applications covering air pollution. The results and the framework utilized in this model may be applied to evaluate other factors and applications related to health among people. Lastly, this study can also be extended to evaluate other mobile applications worldwide.

Design of a Mixed Reality Application for STEM Distance Education Laboratories

In this work, we propose a Mixed Reality (MR) application to support laboratory lectures in STEM distance education. It was designed following a methodology extendable to diverse STEM laboratory lectures. We formulated this methodology considering the main issues found in the literature that limit MR’s use in education. Thus, the main design features of the resulting MR application are students’ and teachers’ involvement, use of not distracting graphics, integration of traditional didactic material, and easy scalability to new learning activities. In this work, we present how we applied the design methodology and used the framework for the case study of an engineering course to support students in understanding drawings of complex machines without being physically in the laboratory. We finally evaluated the usability and cognitive load of the implemented MR application through two user studies, involving, respectively, 48 and 36 students. The results reveal that the usability of our application is “excellent” (mean SUS score 84.7), and it is not influenced by familiarity with Mixed Reality and distance education tools. Furthermore, the cognitive load is medium (mean NASA TLX score below 29) for all four learning tasks that students can accomplish through the MR application.

Extended reality anatomy undergraduate teaching: a literature review on an alternative method of learning

BACKGROUND

The majority of undergraduate anatomy learning has shifted online, or to a mixture of virtual and face-to-face teaching, due to the COVID-19 pandemic. Cadaveric shortages have also influenced the need for alternative methods of anatomical education. This study examines the current literature on the use of extended reality technologies (XR) such as Virtual reality (VR), Augmented reality (AR), and Mixed reality (MR) for anatomy teaching and explores its potential for implementation in medical education.

METHODS

A literature review was performed of PubMed, ProQuest, Science Direct, and Springer databases. Included studies were assessed for user satisfaction, perceived effectiveness, cost, acceptability and side effects.

RESULTS

The database search identified 1687 papers, of which 45 papers were included in this review. Both AR and VR had high rates of satisfaction and acceptability as a supplementary teaching aid amongst undergraduate participants. AR was found to have higher effectiveness than VR. VR is more expensive than AR. Results and comparisons were limited due to short length of study.

CONCLUSIONS

VR is a popular choice with undergraduates as an aid to supplement teaching, in spite of the associated cost and side effects such as nausea. AR has shown the most potential for independent study. Larger and long-term studies are required to determine true effectiveness, and consideration of the clinical relevance of these technologies.

Mixed, Augmented and Virtual, Reality Applied to the Teaching of Mathematics for Architects

This paper examines the possibilities of Mixed Reality, the combination of two emerging technologies—Augmented Reality and Virtual Reality—in university education. For this purpose, an object was elaborated in Mixed Reality that underwent the evaluation of 44 first-year students from the degree in architecture who were enrolled in the subject “Mathematical Foundations for Architecture.” The instrument utilized was based on the TAM model, which analyzes the degree of acceptance of the technology used. The analysis of the responses provided by students supported the 23 hypotheses formulated in this study. It was found that MR significantly influences the perceived usefulness and ease of use. The results imply that MR utilization has positive effects on the mathematical teaching-learning processes in architecture from the students’ perception of their mastery of technology. It becomes necessary to offer support to those university teachers who promote the use of active MR-based methodologies in classrooms.