Demo: End-to-end open-source location-based augmented reality in 5G

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

Recupera algunos de los elementos menos estudiados y reconocidos en el ensayo latinoamericano: su profunda vocación de reflexión, diálogo y mediación intelectual; su plasticidad y apertura a la búsqueda del sentido; su vínculo con la sociabilidad, la conversación y la generación de un espacio simbólico de encuentro; su capa cidad de establecer una nueva retroalimentación entre lectura y escritura.

Augmented reality imaging technology for orthopaedic surgery

The Covid-19 pandemic has hit Indonesia since the beginning of 2020 and is still continuing. The education sector has experienced a considerable impact, face-to-face learning must be replaced with all-online activities. Many problems arise from online learning, such as inadequate infrastructure, an ineffective learning system and difficulties in understanding the material. Medical education has an impact on the current situation because most of the learning uses infrastructure and direct practice, it is necessary to have alternative learning methods that can improve the quality of learning. Currently, video conference media technology can assist learning activities so that instructors can still explain material to students through virtual media. For medical students who need practice and infrastructure facilities, this technology is still not enough to support their learning media. The idea came up “Application of Learning Module in Health Field based on Extended Reality (sub chapter: Augmented Reality)” This application combines Virtual Reality, Augmented Reality, and Mixed Reality. Augmented reality is a technology that is suitable to be implemented in medical learning because students do not need to prepare anything to perform simulations, just devices and internet networks. For feeding and drinking to the elderly, some items are needed to start the practicum, with this augmented reality there is no need to prepare all of these items, and also reduce contact with other people during a pandemic like this. Users can connect to each other in different devices and environments according to their respective devices. In this application, Augmented Reality acts as a technology that combines the real and virtual worlds by adding virtual objects into the real world. Users can use devices that have cameras such as cellphones or laptops so they can see virtual objects. This virtual object can be seen by all users and each user is able to interact with it in real time. As for the temporary test results, it was found that Augmented Reality has been tested and integrated with other immersive technologies with Web-XR. Interaction in Augmented Reality on Web-XR using a touch screen as well as several nursing SOP have been created and simulated using Augmented Reality technology. As for the final test in this final project, Augmented Reality technology based on WebXR has been running smoothly according to the specifications of the device used to open WebXR. If the device used to access WebXR has a high specification, then WebXR will run optimally, otherwise when the device specification is low, WebXR will not run optimally. The interaction used in WebXR-based Augmented Reality is touchscreen. The author tested this system to the user, the user here is a medical student. testing proves that this system is very helpful in terms of efficiency, users don't need to prepare tools repeatedly when they want to do simulations, just open WebXR and users can do the simulations provided. In testing the system, the author uses the PIECES framework (Performance, Information, Economics, Control and Security, Efficiency, Service) and produces an average score of 4.1. Then the user is categorized as satisfied with the system that was built.

This report introduces the reader to the concepts and applications of augmented and virtual reality in dentistry. Virtual reality (VR) is the computer-generated three-dimensional simulation of a virtual environment accessed through a headset. Augmented reality (AR) is the superimposition of computer-generated imagery or graphics onto the real world, accessed through phones, tablets and headsets. The technology has advanced in recent years with early applications to the medical field revolving around anxiety management, teaching and surgical planning. Uses for surgical orthognathic and other restorative interventions are also in an early phase of development and adoption. CPD/Clinical Relevance: VR and AR have promising applications, but more research must be carried out to determine the technology's validity in dentistry.

In today’s world, people increasingly rely on mobile apps to do their day-today activities, like checking their Instagram feed and online shopping from websites like Amazon and Flipkart. People are depending on WhatsApp and Instagram stories to communicate with local businesses and to leverage the said platforms for online advertising. Using Google Maps to find their way when they travel and finding out the immediate road and traffic conditions with digital banners around the road, has obviously led to a boom in advertising and marketing. Recently, internet users have increasingly desired to immerse themselves in a Metaverse-like platform where they can interact and socialize. Meta’s Metaverse is a tightly connected network of 3D digital spaces that allow users to escape into a virtual world. It is designed to change the way you socialize, work, shop, and connect with the real and virtual world around you. These platforms are not fully submerged in the real world; they are inclined toward virtual spaces only, making it obvious to fill this gap. Thus, the proposed framework in this chapter would be a new kind of system that may develop a socio-meta platform, powered by augmented reality and other technologies like photogrammetry and LiDAR. Augmented reality provides an interactive way of experiencing the real world, where the objects of the natural world are enhanced by computer-generated perceptual vision. One of the significant problems with augmented reality is the process of building virtual 3D objects that can be augmented into real spaces, which could be solved with photogrammetry and LiDAR. Photogrammetry is the technique of producing 3D objects using 2D images of a physical object taken from different angles and orientations. LiDAR, on the other hand, is another 3D reconstruction technology used widely by Apple’s eco-system. The functioning of LIDAR is very similar to sonar and radar, and the detection and ranging part are where it stands out from the others. The idea behind this platform is to open tons of virtual dimensions in the real world using the principles of mixed reality and geographic mapping tools such as Google Maps, MapBox, and GeoJSON; it would consequently transition the way people spend their time on social media by opening a portal for generating 3D objects that can be augmented to the real-world location using photogrammetry and cloud anchors by just a few 2D digital photographs taken from their camera.

Augmented reality (AR) applications that overlay the perception of the real world with digitally generated information are on the cusp of commercial viability. AR has appeared in several commercial platforms like Microsoft HoloLens and smartphones. They extend the user experience beyond two dimensions and supplement the normal 3D world of a user. A typical location-based multi-player AR application works through a three-step process, wherein the system collects sensory data from the real world, identifies objects based on their context, and finally, renders information on top of senses of a user. However, because these AR applications frequently exchange data with users, they have exposed new individual and public safety issues. In this paper, we develop ARSpy, a user location tracking system solely based on network traffic information of the user, and we test it on location-based multi-player AR applications. We demonstrate the effectiveness and efficiency of the proposed scheme via real-world experiments on 12 volunteers and show that we could obtain the geolocation of any target with high accuracy. We also propose three mitigation methods to mitigate these side channel attacks. Our results reveal a potential security threat in current location-based multi-player AR applications and serve as a critical security reminder to a vast number of AR users.

Background/Objectives: The technological achievements seen in this modern world are very intuitive. One such intuition has resulted in this research. All of us must have seen the movie IRON MAN and the gestures the hero performs are all simply superb and it has been the motivation for us to proceed with this application that we created. Methods/Statistical analysis: Augmented Reality is a technology which enriches the real world with digital information. An Augmented Reality (AR) Interface superimposes digital objects or interactive computer graphics, on to the real world dynamically. Since its introduction, the technology has been capable of presenting possibilities that have been challenging for other technologies to offer and meet. Nevertheless, AR environments has been largely limited to simple browsing or simply viewing of virtual information registered to the real world. In a few more years, AR will definitely change the way individuals view the world. Findings : We focus at making an interactive gesture tracking system using augmented reality that duplicates the real world environment by blending virtual elements into the real world. This idea is then taken to build an application in AR, through which two users can in parallel use the Boxing application using the punch gestures. The application would let the winner announced through finding out the amount of pressure applied for knocking out the boxing bag. We have discussed in this paper the core elements required to develop an application in augmented reality, which holds good for boxing application we developed as well. The tools required are, leap motion device and unity software. A detailed form of creating an application with the output generated is given. AR is going to be the future and the software giants are all investing dollars into it. So this innovation is a step ahead in AR research which can be further extended to many other applications.

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.

Inherent to the field of computer-aided surgery (CAS) is the necessity to handle sophisticated equipment in the operating room; an undesired side-effect of this development is the fact that the surgeon’s attention is drawn from the operating field since surgical progress is partially monitored on the computer’s screen. The overlay of computer-generated graphics over a real-world scene, also referred to as augmented reality (AR), provides a possibility to solve this problem. The considerable technical problems associated with this approach such as viewing of the scenery within a common focal range on the head-mounted display (HMD) or latency in display on the HMD have, however, kept AR from widespread usage in CAS. In this paper, the concept of the Varioscope AR, a lightweight head-mounted operating microscope used as a HMD, is introduced. The registration of the patient to the preoperative image data as well as preoperative planning take place on VISIT, a surgical navigation system developed at our hospital. Tracking of the HMD and stereoscopic visualisation take place on a separate POSIX.4 compliant realtime operating system running on PC hardware. While being in a very early stage of laboratory testing, we were able to overcome the technical problems described above; our work resulted in an AR visualisation system with an update rate of 6 Hz and a latency below 130 ms. First tests with 2D/3D registration have shown a match between 3D world coordinates and 2D HMD display coordinates in the range of 1.7 pixels. It integrates seamlessly into a surgical navigation system and provides a common focus for both virtual and real world objects. On the basis of our current results, we conclude that the Varioscope AR with the realtime visualisation unit is a major step towards the introduction of AR into clinical routine.

The combination of technology Augmented Reality (AR) with educational content aims to create new ideas that can improve the effectiveness and attractiveness of teaching and learning for students in real-life scenarios. The use of AR technology can make theprocess of teaching and learning more enjoyable, in which students' interest in learning can be stimulated. The AR technology has three characteristics. The first feature is that AR technology is a combination of virtual objects with the real world. The second feature is that AR operates in real time and interactively. The last feature is that it has 3 dimensions (3D) for virtual objects. In this study, the ADDIE model includes five phases, namely Analysis, Design, Development, Implementation and Evaluation, which are utilised to develop applications based on AR technology in education for the topic of Current and Voltage Division. To identify the effectiveness of the application of AR technology, a survey using questionnaire was conducted among pre-serviceteachers to know their perceptions of the development of AR applications namely as Voltrent AR. As this is a quantitative study where questionnaires were distributed to 73 students from the class of Bachelor of Technology with Education (Electric and Electronics) with Honours and Bachelor of Technology with Education (Living Skills) with Honours at Universiti Teknologi Malaysia (UTM) Skudai, Johor. Most respondents gave very positive feedback on the use of AR in education, especially for the topic of Current and Voltage Division. AR is viewed as a medium of instruction that is innovative, interesting and effective. Voltrent AR application development is successfully developed based on the ADDIE model, and the application development of the constructivism theory was applied in this AR application. Thus, the AR application development has reached the desired objective of producing application-based Augmented Reality as a teaching aid.

Virtual Reality (VR) and Augmented Reality (AR) technologies have emerged as powerful tools with the potential to revolutionize the field of education. This study provides an overview of the impact of VR and AR in education, drawing from existing research and analytical applications. The impact of VR in education is evident in its ability to create immersive and engaging learning experiences. Students can be transported to virtual environments that facilitate experiential learning, from exploring historical landmarks to simulating complex scientific experiments. The result is enhanced student engagement, improved retention of knowledge, and the development of practical skills. AR, on the other hand, overlays digital information onto the real world, enriching traditional educational materials. Interactive textbooks and guided field trips using AR provide students with dynamic and context-rich learning experiences. Language learners benefit from instant translations and pronunciation guides, while complex data becomes tangible through AR visualizations. Both VR and AR contribute to the promotion of collaborative learning, enabling students and educators to interact in virtual environments. These technologies offer new opportunities for special needs education, as they can be customized to cater to the unique requirements of individual learners. The adoption of VR and AR in education comes with challenges, including cost considerations, the need for suitable technical infrastructure, content development complexities, and the necessity to address safety concerns. Integrating VR and AR into the existing curriculum and ensuring alignment with educational objectives are also ongoing challenges. The study aim is to analyse the impact of VR and AR in education.

Recently, augmented reality (AR) has been studied as a new method to present information. Using AR, information can be allocated near an object to which a display designer wants to provide information. There are two types of AR presentation system: binocular and monocular style. Previous research [Kitamura et al., 2014] revealed that in monocular style, observers can acquire information without shifting their attention, so they have a wider useful field of view (UFOV). The UFOV is the area in which an observer can acquire visual information. The UFOV becomes narrower when more attentional resources are required. However, in previous research [Kitamura et al., 2014], the AR image was not wide enough to cover an observer's visual field. Some types of AR display have a large field of view so that the AR image may cover the real world. In a binocular AR presentation, the AR image must prevent observation of the real world. However, it is expected that observers can acquire information more easily in a monocular AR presentation because they can observe the real world without any visual interference by using the eye to which the AR image is not presented. In this study, we examined the superiority of monocular presentation in terms of visibility of the real world and task accuracy.

Medical simulations bridge theory and practice in immersive settings. During this unique form of education, learners experience challenging medical scenarios without risking patient harm. The effectiveness of simulations stem from their ability to induce autonomic stress responses, which potentiate memory formation. Educators have adopted virtual reality (VR) and augmented reality (AR) to supplement traditional, mannequin-based simulations. In this Pro-Con commentary article, we discuss the competitive advantages and limitations of VR and AR simulation for medical training. VR uses computer-generated images (CGI) within head-mounted displays (HMDs) to enhance learning. Gamification of medical procedures in VR improves acquisition of complex skills, positioning VR simulation as a pivotal training tool. Participant embodiment while in VR develops non-technical skills such as improved communication and enhanced empathy. The placement of participants within CGI worlds that would otherwise be difficult or impossible to recreate situate VR as the ideal next step in simulation evolution. VR is superior to AR given its lower hardware costs, expansive software libraries, and complete immersion in CGI compared to limited holographic fields of view within AR. By displaying holograms within the participant's natural world, AR is primed to replace screen and VR technologies as the premier learning adjunct. The integration of real-world instruments with AR holograms provides innumerable methods for teaching procedural skills. In addition, AR enhances pre- and intra-operative planning by overlaying holographic, radiographic patient images over their own bodies. Because AR has the unique feature of maintaining direct eye contact between participants, scenarios that improve communication skills are easily created with holograms in the real world, eliminating the need for an entirely CGI VR environment. Immersive simulation efforts should skip the costs of creating VR scenarios and redirect efforts to developing AR simulation software. Although both VR and AR have limitations related to cost and ergonomics, immersive technologies are relatively more affordable and versatile than traditional mannequins and physical simulation centers. As adjuncts to enhance traditional simulation curricula, we advocate for continued research to demonstrate the validity and utility of these immersive technologies.

Introduction: Augmented reality (AR) offers an immersive experience by overlaying digital content onto the real world, creating a more realistic and three-dimensional environment for users. We hypothesized that AR technology would improve live procedural performance of trainees. This study aimed to demonstrate the utility of AR in assisting resident and fellow ultrasound-guided central line simulation training. Methods: This was a prospective observational study. Physician trainees participating in residency and fellowship programs at the University of Alabama at Birmingham were recruited for this study. Participants received brief training on ultrasound-guided vascular access and use of AR. All participants performed vascular access with and without AR assistance. A Microsoft HoloLens 2 AR headset equipped with the HoloUS application was used to display real-time ultrasound imaging to the user. Our primary outcomes include: the number of needle sticks, head redirections and total time required for successful vascular access. We also surveyed the participants about their experience using AR and their preferences for the use of this technology in the future. Results: Fifty-one physician trainees participated in the study. All participants were successfully able to obtain vascular access on each attempt. There was no significant difference between groups in the time (30.06 seconds versus 29.96 seconds; p 0.0803) or number of needle sticks (1.18 versus 1.25; p 0.5391). However, there was a significant reduction in the average number of head redirections (2.96 versus 5.26, mean difference -2.31; 95% CI: -4.42 to -2.02; p 0.033) required with the use of AR. Results from survey data showed a preference toward the use of AR in performing vascular access, with 51% of participants favoring AR assistance, and 25% reporting no difference. Also, 76% of participants indicated they would opt to use AR technology to assist with vascular access if it were available to them. Conclusions: AR is a feasible tool in vascular access training. It is non-inferior to ultrasound guidance alone in total time spent and number of needle sticks and superior with fewer head turns in obtaining vascular access.