A Novel Piezo-Based Technology for Haptic Feedback for XR

Extended-Reality Technologies: An Overview of Emerging Applications in Medical Education and Clinical Care.

Haptic technologies and applications have received enormous attention in the last decade. The incorporation of haptic modality into multimedia applications adds excitement and enjoyment to an application. It also adds a more natural feel to multimedia applications, that otherwise would be limited to vision and audition, by engaging as well the user's sense of touch, giving a more intrinsic feel essential for ambient intelligent applications. However, the improvement of an application's Quality of Experience (QoE) by the addition of haptic feedback is still not completely understood. The research presented in this paper focuses on the effect of haptic feedback and what it potentially adds to the experience of the user as opposed to the traditional visual and auditory feedback. In essence, it investigates certain issues regarding stylus-based haptic education applications and haptic-enhanced entertainment videos. To this end, we used two haptic applications: the haptic handwriting learning tool to experiment with force feedback haptic interaction and the tactile YouTube application for tactile haptic feedback. In both applications, our analysis shows that the addition of haptic feedback will increase the QoE in the absence of fatigue or discomfort for this category of applications. This implies that the incorporation of haptic modality (both force feedback as well as tactile feedback) has positively contributed to the overall QoE for the users.

We propose a novel wearable haptic device that can provide kinesthetic haptic feedback for stiffness rendering of virtual objects in augmented reality (AR). Rendering stiffness of objects using haptic feedback is crucial for realistic finger-based object manipulation, yet challenging particularly in AR due to the co-presence of a real hand, haptic device, and rendered AR objects in the scenes. By adopting passive actuation with a tendon-based transmission mechanism, the proposed haptic device can generate kinesthetic feedback strong enough for immersive manipulation and prevention of inter-penetration in a small-form-factor, while maximizing the wearability and minimizing the occlusion in AR usage. A selective locking module is adopted in the device to allow for the rendering of the elasticity of objects. We perform an experimental study of two-finger grasping to verify the efficacy of the proposed haptic device for finger-based manipulation in AR. We also quantitatively compare/articulate the effects of different types of feedbacks across haptic and visual sense (i.e., kinesthetic haptic feedback, vibrotactile haptic feedback, and visuo-haptic feedback) for stiffness rendering of virtual objects in AR for the first time.

Rendering haptic feedback on the wrist is an effective solution for freeing users' hands during virtual interactions while still providing haptic feedback, mostly focusing on Virtual Reality (VR) environments. Unfortunately, whether these solutions can be extended to Augmented Reality (AR) interactions has not been investigated before. In this paper, we investigate the perceptual differences between VR and AR environments with a user study experiment based on a stiffness discrimination task. Our findings revealed similar task accuracy and sensitivity in VR and AR but different exploration behaviors (i.e. higher interaction time in AR) and user experience (i.e. higher enjoyment and less mental fatigue in AR). These differences may be explained by the increased cognitive load and the environmental immersion in AR, where users navigate both virtual and real elements simultaneously. This suggests that visuo-haptic psychophysical findings obtained in VR can be extended to AR, even though user experience and exploration behavior might differ.

Learning through augmented reality (AR) and virtual reality (VR) experiences has become a valuable approach in modern robotics education. This study evaluated this approach and investigated how 99 first-year industrial engineering students explored robot systems through such online experiences while staying at home. The objective was to examine learning in the AR/VR environment and evaluate its contribution to understanding the robot systems and to fostering integrative thinking. During the AR experiences that we developed using Vuforia Studio, the students learned about TurtleBot2 and RACECAR MN robots while disassembling and modifying their models and by obtaining information about their components. In the VR experience with the RacecarSim simulator, the students explored sensor-based robot navigation. Quizzes were used to assess understanding of robot systems, and a post-workshop questionnaire evaluated the workshop’s contribution to learning about the robots and to training integrative thinking skills. The data indicate that the students gained understanding of the robot systems, appreciated the contribution of the augmented and virtual reality apps, and widely used integrative thinking throughout the practice. Our study shows that AR apps and virtual simulators can be effectively used for experiential learning about robot systems in online courses. However, these experiences cannot replace practice with real robots.

Reality check

The use of virtual reality technology has become popular in modern theme parks across the world. Attractions using virtual reality technologies offer highly immersive experiences as if people are really staying in fictional worlds that the theme parks like to create. Haptic feedback is an important piece in virtual reality, where it can increase the immersion and enjoyment, but most virtual reality attractions in theme parks do not offer enough haptic feedback. In this paper, we present HapticDaijya, which is a waist-worn robot capable of giving various haptic and tactile feedback on the torso, neck, face, arms and hands. We present the design and implementation of HapticDaijya. Then, we show a user study and analyze the results for investigating its feasibility. Also, we present preliminary evaluation results that gauged the user’s accuracy in distinguishing the locations of taps applied on the chest, as well as general usability and user acceptance.

Haptic feedback is of critical importance in surgical tasks. However, conventional surgical robots do not provide haptic feedback to surgeons during surgery. Thus, in this study, a combined tactile and kinesthetic feedback system was developed to provide haptic feedback to surgeons during robotic surgery. To assess haptic feasibility, the effects of two types of haptic feedback were examined empirically - kinesthetic and tactile feedback - to measure object-pulling force with a telesurgery robotics system at two desired pulling forces (1 N and 2 N). Participants answered a set of questionnaires after experiments. The experimental results reveal reductions in force error (39.1% and 40.9%) when using haptic feedback during 1 N and 2 N pulling tasks. Moreover, survey analyses show the effectiveness of the haptic feedback during teleoperation. The combined tactile and kinesthetic feedback of the master device in robotic surgery improves the surgeon's ability to control the interaction force applied to the tissue. Copyright © 2014 John Wiley & Sons, Ltd.

Technologies such as (AR) Augmented Reality &(VR) Virtual Reality, which provide immersive digital experiences, interactive environments, simulation, and engagement, have completely changed how we approach learning. However, in order to meet the huge demand in education, these technologies which are still in the emerging stage need to be heavily customized and heavily invested in. This thorough analysis seeks to contextualize the last few years of development of Virtual and Augmented Reality in the Education. For additional study, a total one thousand five hundred and thirty-six articles are chosen using text mining and theme analysis techniques. Based on earlier research on AR and VR in education, hypotheses were developed and are currently being processed and analysed to reveal the current development in literature via Augmented Reality and Virtual Reality, applications, benefits, and future directions. The findings show that wearable technology has contributed significantly to the exponential expansion in the use of Virtual and Augmented Reality in education in recent years. Results also highlight the need for faster adoption and customization of these technologies in educational institutions, based on secondary data. An increasing number of educational applications for the learning process are emerging as Virtual and Augmented Realityexp and quickly. It is advised that researchers stay up to date on the gaps in AR and VR’s Changeover to education &develop practical adaptation strategies to maximize the benefits of these technological development with significant developments in high-speed transmission and processing, AR &VR are developing as Display Platforms for Next Generation for more intimate human-digital interactions. Nonetheless, matching the extraordinary Human Vision Performance while keeping Near the Eye Display module tiny and lightweight presents unprecedented hurdles for optical engineering. Fortunately, new advances in Holographic Optical Elements HOEs and Lithography Enable Devices present novel approaches to overcoming these challenges in Virtual and Augmented Reality which would otherwise be problematic with traditional optics

Computational thinking (CT) skills are increasingly important in education to prepare students for the challenges of the digital age. Augmented Reality (AR) and Virtual Reality (VR) have been introduced as immersive technologies that have the potential to enhance CT skills through more interactive learning experiences. However, there is still a gap in understanding the effectiveness of these technologies in supporting the development of CT, particularly in different levels of education and disciplines. Although several studies have highlighted the benefits of AR and VR in education, no systematic review integrates these findings to identify advantages, challenges, and opportunities for further implementation. Therefore, this study conducted a systematic review based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines by analyzing 25 empirical studies (AR=17, VR=8) obtained from the Scopus database (2008-2024). The analysis addresses four key research questions: (1) the current state of AR/VR in CT development, (2) their advantages, (3) implementation challenges, and (4) future research directions. The results show that AR is more widespread than VR at various levels of education, with dominance in higher education followed by secondary and primary schools. Computer science is the main field of application of AR and VR, while AR is also widely applied in mathematics to increase interest and problem-solving. A total of 11 studies reported significant impacts of these technologies on CT, with AR being superior in increasing student motivation and engagement, as well as aiding in problem-solving and debugging. In contrast, VR provides a more immersive learning experience by strengthening concept understanding, especially in programming and recursion. However, several obstacles in the application of AR and VR, such as hardware limitations, costs, and user skills, affect the effectiveness of these technologies in the learning environment. This study also identified potential future research, including the exploration of VR in primary and kindergarten education, the application of VR in non-computer science fields, and the efficient use of these technologies in supporting the CT process. This study provides more precise insights into the optimal ways of utilizing AR and VR in developing CT skills. It is a reference for educators, policymakers, and researchers in supporting CT learning.

Technologies such as Virtual and Augmented Reality have gained popularity lately. Because of their convenience and accessibility, these technologies have been adopted in various domains. Virtual reality and augmented reality create an immersive experience, enabling 3D visualization of the content. This technology lets you visualize data from different sensors at the same time, overlaying relevant and helpful information over your environment through a headset. In this article, we give a perspective on these technologies from a biomedical engineering standpoint. In this article, we discuss the various technologies of current biomedical engineering. These technologies allow us to move beyond traditional 2D images towards 3D models that can be made visible and manipulated with Augmented and Virtual Reality. The basic applications of biomedical engineering include representation of mechanisms in space and time dimensions and three-dimensional visualizations of difficult structures in anatomy. The article is an attempt to bring the latest results on the benefits of virtual and augmented reality in biomedical engineering.

There is a growing interest for the broad use of Augmented Reality (AR) and Virtual Reality (VR) in the fields of bioinformatics and cheminformatics to visualize complex biological and chemical structures. AR and VR technologies allow for stunning and immersive experiences, offering untapped opportunities for both research and education purposes. However, preparing 3D models ready to use for AR and VR is time-consuming and requires a technical expertise that severely limits the development of new contents of potential interest for structural biologists, medicinal chemists, molecular modellers and teachers. Herein we present the RealityConvert software tool and associated website, which allow users to easily convert molecular objects to high quality 3D models directly compatible for AR and VR applications. For chemical structures, in addition to the 3D model generation, RealityConvert also generates image trackers, useful to universally call and anchor that particular 3D model when used in AR applications. The ultimate goal of RealityConvert is to facilitate and boost the development and accessibility of AR and VR contents for bioinformatics and cheminformatics applications. http://www.realityconvert.com. dfourch@ncsu.edu. Supplementary data are available at Bioinformatics online.

The perceptual behavior of consumers on a product displayed in the market has a vital role in analyzing the importance given to that product. Therefore, various strategies have been developed to understand this consumer behavior in the selection of products. Immersive technologies like virtual, augmented, and mixed reality are among them. With the foremost feature of immersion in the virtual world and interaction of users with virtual objects, virtual reality, and augmented reality have unlocked their potential in research and a user-friendly tool for analyzing consumer behavior. In addition to these technologies, mixed reality also has a significant role in investigating consumer behavior. Studies on immersive technologies in food applications are vast, hence this review focuses on the applications of virtual, augmented, and mixed reality in the food selection behavior of consumers. The behavioral studies are elicited to develop new products based on consumer needs, to understand the shopping behavior in supermarkets for real-time usage, and to know the influence of emotions in a selection of products. The findings suggest that virtual, augmented, and mixed reality induce immersion of the users in food selection behavioral studies. Information on the technological advancements in the tools used for bringing immersion and interaction are discussed for its futuristic applications in food. Though immersive technology gives users a realistic virtual environment experience, its application in food systems is in the budding stage. More research on human response studies would contribute to its innovative and inevitable application in the future.

Virtual and Augmented reality has established itself in many sectors including education. The virtual is progressively entering the classrooms. MOOCs (Massive Open Online Course), those online interactive lessons available for all, are useful tools to complete the traditional school system. There are also more and more e-learning platforms that propose online lessons and follow-up for any student. Immersive contents appear as playful alternatives to traditional lectures. But, the integration of VR/AR equipment in classrooms raises questions. What is the place of augmented and virtual reality in education and teaching? In order to be able to answer this important question, our article takes place as the result of a literature review on the field of virtual and augmented reality in education. Our objective, first of all, to deepen our knowledge domain in order to provide the necessary answers to « the question », and, secondly, to identify principles that can guide the design of educational artefacts in virtual and augmented reality. The methodology of the literature review is based on the EPPI method (Evidence for Policy and Practice Information and Co-ordinating). Results will be presented by themes such as motivation, immersion, collaboration, and design.

Virtual and Augmented reality has established itself in many sectors including education. The virtual is progressively entering the classrooms. MOOCs (Massive Open Online Course), those online interactive lessons available for all, are useful tools to complete the traditional school system. There are also more and more e-learning platforms that propose online lessons and follow-up for any student. Immersive contents appear as playful alternatives to traditional lectures. However, the integration of VR/AR equipment in classrooms raises questions. What place takes the augmented (AR) and virtual reality (VR) in the modern educational and teaching system? In order to be able to answer this important question, our article takes place as the result of a literature review on the field of virtual and augmented reality in education. Our objective, first of all, to deepen our knowledge domain in order to provide the necessary answers to « the main question », and, secondly, to identify principles that can guide the design of educational artifacts in virtual and augmented reality. The methodology of the literature review is based on the EPPI method (Evidence for Policy and Practice Information and Co-ordinating). Results will be presented by themes such as motivation, immersion, collaboration, and design.