Unit

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

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.

This study presents a systematic review of the literature on virtual reality (VR), augmented reality (AR) and Mixed Reality (MR) used in disaster management. We consider the factors such as publication type, publication year, application domain, and technology used. We surveyed papers from 2009 to 2019 available in the Web of Science and Google Scholar database, and 84 research articles were selected for the review study. After an extensive review of the literature, it was found that the XR technology is applied extensively in computer simulation modeling, interaction techniques, training, infrastructure assessment and reconnaissance, and public awareness areas of disaster management. We found diverse advantages, opportunities, and challenges of XR usage for disaster management, which are discussed in detail. Furthermore, current research gaps in the field of XR technology for disaster management technology, which are needed to better support disaster management, are identified and discussed in an effort to provide direction to the future research.

BackgroundExtended reality, which encompasses virtual reality (VR), augmented reality (AR), and mixed reality (MR), is increasingly used in medical education. Studies assessing the effectiveness of these new educational modalities should measure relevant outcomes using outcome measurement tools with validity evidence.ObjectiveOur aim is to determine the choice of outcomes, measurement instruments, and the use of measurement instruments with validity evidence in randomized controlled trials (RCTs) on the effectiveness of VR, AR, and MR in medical student education.MethodsWe conducted a systematic mapping review. We searched 7 major bibliographic databases from January 1990 to April 2020, and 2 reviewers screened the citations and extracted data independently from the included studies. We report our findings in line with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines.ResultsOf the 126 retrieved RCTs, 115 (91.3%) were on VR and 11 (8.7%) were on AR. No RCT on MR in medical student education was found. Of the 115 studies on VR, 64 (55.6%) were on VR simulators, 30 (26.1%) on screen-based VR, 9 (7.8%) on VR patient simulations, and 12 (10.4%) on VR serious games. Most studies reported only a single outcome and immediate postintervention assessment data. Skills outcome was the most common outcome reported in studies on VR simulators (97%), VR patient simulations (100%), and AR (73%). Knowledge was the most common outcome reported in studies on screen-based VR (80%) and VR serious games (58%). Less common outcomes included participants’ attitudes, satisfaction, cognitive or mental load, learning efficacy, engagement or self-efficacy beliefs, emotional state, competency developed, and patient outcomes. At least one form of validity evidence was found in approximately half of the studies on VR simulators (55%), VR patient simulations (56%), VR serious games (58%), and AR (55%) and in a quarter of the studies on screen-based VR (27%). Most studies used assessment methods that were implemented in a nondigital format, such as paper-based written exercises or in-person assessments where examiners observed performance (72%).ConclusionsRCTs on VR and AR in medical education report a restricted range of outcomes, mostly skills and knowledge. The studies largely report immediate postintervention outcome data and use assessment methods that are in a nondigital format. Future RCTs should include a broader set of outcomes, report on the validity evidence of the measurement instruments used, and explore the use of assessments that are implemented digitally.

Questionnaires are used for evaluating virtual, augmented, and mixed reality (MR) in healthcare. Utilizing the perfect one to meet the needs is a challenge for researchers and examiners. Hence, this study aimed to review and determine the frequently used questionnaires for evaluating mentioned services. The PubMed and Web of science databases were searched for conducting this review. Original observational and interventional studies that used a referenced questionnaire to evaluate virtual reality (VR), augmented reality (AR), and MR in healthcare were included. Data were analyzed using descriptive statistics. Totally, 179 studies were included in this research. The questionnaires are mostly used for evaluating usability (39%) and cybersickness (37.5%). System Usability Scale (28%), Simulator Sickness Questionnaire (27.5%), and Presence Questionnaire (9.5%) were the most used questionnaires. The use of special, need-based, and targeted questionnaires to evaluate the various outcomes of VR, AR, and MR can help in better evaluation of these services.

As technology advances, mobile devices have gradually turned into wearable devices. Furthermore, virtual reality (VR), augmented reality (AR), and mixed reality (MR) are being increasingly applied in medical fields such as medical education and training, surgical simulation, neurological rehabilitation, psychotherapy, and telemedicine. Research results demonstrate the ability of VR, AR, and MR to ameliorate the inconveniences that are often associated with traditional medical care, reduce incidents of medical malpractice caused by unskilled operations, and reduce the cost of medical education and training. What is more, the application of these technologies has enhanced the effectiveness of medical education and training, raised the level of diagnosis and treatment, improved the doctor-patient relationship, and boosted the efficiency of medical execution. The present study introduces VR, AR, and MR applications in medical practice and education with the aim of helping health professionals better understand the applications and use these technologies to improve the quality of medical care.

In this contribution, we propose a hybrid interaction technique that integrates near-field and object-space interaction techniques for manipulating objects at a distance in virtual reality (VR). The objective of the hybrid interaction technique was to seamlessly leverage the strengths of both the near-field and object-space manipulation techniques. We employed bimanual near-field metaphor with scaled replica (BMSR) as our near-field interaction technique, which enabled us to perform multilevel degrees-of-freedom (DoF) separation transformations, such as 1~3DoF translation, 1~3DoF uniform and anchored scaling, 1DoF and 3DoF rotation, and 6DoF simultaneous translation and rotation, with enhanced depth perception and fine motor control provided by near-field manipulation techniques. The object-space interaction technique we utilized was the classic Scaled HOMER, which is known to be effective and appropriate for coarse transformations in distant object manipulation. In a repeated measures within-subjects evaluation, we empirically evaluated the three interaction techniques for their accuracy, efficiency, and economy of movement in pick-and-place, docking, and tunneling tasks in VR. Our findings revealed that the near-field BMSR technique outperformed the object space Scaled HOMER technique in terms of accuracy and economy of movement, but the participants performed more slowly overall with BMSR. Additionally, our results revealed that the participants preferred to use the hybrid interaction technique, as it allowed them to switch and transition seamlessly between the constituent BMSR and Scaled HOMER interaction techniques, depending on the level of accuracy, precision and efficiency required.

Immersive technologies offer an alternative means of presenting and communicating data derived from BIM modeling. Augmented, virtual, and mixed reality technologies allow architects to visualize and interact with digital data, providing a simulation of their physical presence in an architectural structure, and thus a more realistic and interactive approach to various stages of project activities. In fact, immersive technologies can be used throughout the entire life cycle of an architectural project: planning, design, construction, and operation. The aim of research is to identify and systematize data on computer tools using immersive technologies and the prospects for its development in architectural activities. The scientific paper describes three groups of software products based on immersive technologies with BIM modeling support. Each of the groups is based on a particular immersive technology: augmented reality (AR), virtual reality (VR), or mixed reality (MR). The main difference between these technologies is the level of immersion in the virtual environment: AR overlays computer-generated content on the real world; VR content is 100% digital; MR is a digital overlay that allows virtual 3D elements to interact with the real environment. Each group contains different software products: the first group is mostly characterized by mobile applications, since the physical world is supplemented with digital content through the screens of smartphones, tablets, and other compact equipment; the second group includes various plug-ins that integrate into professional tools and improve them in terms of visualization in a virtual environment and the possibility of its research; The third group with mixed reality support is smaller in number of programs, but it is the most promising for the future development of the architectural profession, as it provides an integrated approach to architectural activity by expanding the professional tools.

Three-dimensional (3D) imaging and image reconstruction play a prominent role in the diagnosis, treatment planning, and post-therapeutic monitoring of patients with congenital heart disease. More interactive and realistic medical experiences take advantage of advanced visualization techniques like augmented, mixed, and virtual reality. Further, 3D printing is now used in medicine. All these technologies improve the understanding of the complex morphologies of congenital heart disease. In this review article, we describe the technical advantages and disadvantages of various advanced visualization techniques and their medical applications in the field of congenital heart disease. In addition, unresolved issues and future perspectives of these evolving techniques are described.

This paper contributes to a taxonomy of augmented reality and robotics based on a survey of 460 research papers. Augmented and mixed reality (AR/MR) have emerged as a new way to enhance human-robot interaction (HRI) and robotic interfaces (e.g., actuated and shape-changing interfaces). Recently, an increasing number of studies in HCI, HRI, and robotics have demonstrated how AR enables better interactions between people and robots. However, often research remains focused on individual explorations and key design strategies, and research questions are rarely analyzed systematically. In this paper, we synthesize and categorize this research field in the following dimensions: 1) approaches to augmenting reality; 2) characteristics of robots; 3) purposes and benefits; 4) classification of presented information; 5) design components and strategies for visual augmentation; 6) interaction techniques and modalities; 7) application domains; and 8) evaluation strategies. We formulate key challenges and opportunities to guide and inform future research in AR and robotics.

Augmented and virtual reality have the potential to improve various aspects of everyday life such as tourism. An elementary part of tourism is the organization and execution of guided city tours. In case of tours for virtual cities, such as in the case of no longer existing ancient settlements, a combination of augmented and virtual reality may render high benefit for collaboration between guide and visitors. Immersive technology has been shown suitable for collaborative systems by previous research, as they can provide a better experience than other technologies. However, recent literature analyses showed that there is a lack of research regarding the role of augmented reality supporting the active/leading user role in such scenarios. Usually, augmented reality is used for the users who are passively experiencing the virtual environment and not for the one controlling it. However, we think that augmented reality has a large potential to improve the workflow of such a primary user. To investigate this research question, we present a collaborative system in this work, which implements a virtual city tour. In this system, the guide is using augmented reality and the visitor is immersed in the virtual city using virtual reality glasses. To implement a valid research prototype, the system has been developed in close feedback with experts in the field of guided city tours.

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.

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.

Background Individuals with neurodevelopmental disorders (NDDs) face challenges in employment. Emerging technologies such as augmented reality (AR), virtual reality (VR), and mixed reality (MR) offer innovative, immersive training environments, enhancing skills, and media literacy while providing cost-effective, engaging solutions. Objective The review investigates how AR, MR, and VR technologies can support individuals with NDDs in workplace and training. Methods A systematic review of studies across 6 databases was conducted. Selection criteria focused on studies published after 2016, involving immersive AR/MR/VR technologies, targeting NDDs in workplace contexts. Data extraction utilized qualitative content analysis. Results The analysis of 10 studies showed that AR and VR improved work performance and motivation in most cases, with features like assistive prompts and simplified interfaces aiding usability. No studies involving MR were identified. Key barriers included sensory overload and difficulties interacting with AR-/VR-elements, but these were not universal. AR was noted for workplace integration, and VR was linked to fewer reported complications compared to AR. A lack of standardized research frameworks and focus on mainstream labour markets was identified. Conclusions AR and VR are promising tools for vocational training but require better accessibility, adaptability, and inclusion in broader labour market contexts to maximize their impact.