Piloting Multimodal Learning Analytics using Mobile Mixed Reality in Health Education

© 2019 IEEE. Mobile mixed reality has been shown to increase higher achievement and lower cognitive load within spatial disciplines. However, traditional methods of assessment restrict examiners ability to holistically assess spatial understanding. Multimodal learning analytics seeks to investigate how combinations of data types such as spatial data and traditional assessment can be combined to better understand both the learner and learning environment. This paper explores the pedagogical possibilities of a smartphone enabled mixed reality multimodal learning analytics case study for health education, focused on learning the anatomy of the heart. The context for this study is the first loop of a design based research study exploring the acquisition and retention of knowledge by piloting the proposed system with practicing health experts. Outcomes from the pilot study showed engagement and enthusiasm of the method among the experts, but also demonstrated problems to overcome in the pedagogical method before deployment with learners

Performance Factors in Neurosurgical Simulation and Augmented Reality Image Guidance

Virtual reality surgical simulators have seen widespread adoption in an effort to provide safe, cost-effective and realistic practice of surgical skills. However, the majority of these simulators focus on training low-level technical skills, providing only prototypical surgical cases. For many complex procedures, this approach is deficient in representing anatomical variations that present clinically, failing to challenge users’ higher-level cognitive skills important for navigation and targeting. Surgical simulators offer the means to not only simulate any case conceivable, but to test novel approaches and examine factors that influence performance. Unfortunately, there is a void in the literature surrounding these questions. This thesis was motivated by the need to expand the role of surgical simulators to provide users with clinically relevant scenarios and evaluate human performance in relation to image guidance technologies, patient-specific anatomy, and cognitive abilities. To this end, various tools and methodologies were developed to examine cognitive abilities and knowledge, simulate procedures, and guide complex interventions all within a neurosurgical context. The first chapter provides an introduction to the material. The second chapter describes the development and evaluation of a virtual anatomical training and examination tool. The results suggest that learning occurs and that spatial reasoning ability is an important performance predictor, but subordinate to anatomical knowledge. The third chapter outlines development of automation tools to enable efficient simulation studies and data management. In the fourth chapter, subjects perform abstract targeting tasks on ellipsoid targets with and without augmented reality guidance. While the guidance tool improved accuracy, performance with the tool was strongly tied to target depth estimation – an important consideration for implementation and training with similar guidance tools. In the fifth chapter, neurosurgically experienced subjects were recruited to perform simulated ventriculostomies. Results showed anatomical variations influence performance and could impact outcome. Augmented reality guidance showed no marked improvement in performance, but exhibited a mild learning curve, indicating that additional training may be warranted. The final chapter summarizes the work presented. Our results and novel evaluative methodologies lay the groundwork for further investigation into simulators as versatile research tools to explore performance factors in simulated surgical procedures

Designing for Ballet Classes: Identifying and Mitigating Communication Challenges Between Dancers and Teachers

Dancer-teacher communication in a ballet class can be challenging: ballet is one of the most complex forms of movements, and learning happens through multi-faceted interactions with studio tools (mirror, barre, and floor) and the teacher. We conducted an interview-based qualitative study with seven ballet teachers and six dancers followed by an open-coded analysis to explore the communication challenges that arise while teaching and learning in the ballet studio. We identified key communication issues, including adapting to multi-level dancer expertise, transmitting and realigning development goals, providing personalized corrections and feedback, maintaining the state of flow, and communicating how to properly use tools in the environment. We discuss design implications for crafting technological interventions aimed at mitigating these communication challenges

Internet of robotic things : converging sensing/actuating, hypoconnectivity, artificial intelligence and IoT Platforms

The Internet of Things (IoT) concept is evolving rapidly and influencing newdevelopments in various application domains, such as the Internet of MobileThings (IoMT), Autonomous Internet of Things (A-IoT), Autonomous Systemof Things (ASoT), Internet of Autonomous Things (IoAT), Internetof Things Clouds (IoT-C) and the Internet of Robotic Things (IoRT) etc.that are progressing/advancing by using IoT technology. The IoT influencerepresents new development and deployment challenges in different areassuch as seamless platform integration, context based cognitive network integration,new mobile sensor/actuator network paradigms, things identification(addressing, naming in IoT) and dynamic things discoverability and manyothers. The IoRT represents new convergence challenges and their need to be addressed, in one side the programmability and the communication ofmultiple heterogeneous mobile/autonomous/robotic things for cooperating,their coordination, configuration, exchange of information, security, safetyand protection. Developments in IoT heterogeneous parallel processing/communication and dynamic systems based on parallelism and concurrencyrequire new ideas for integrating the intelligent “devices”, collaborativerobots (COBOTS), into IoT applications. Dynamic maintainability, selfhealing,self-repair of resources, changing resource state, (re-) configurationand context based IoT systems for service implementation and integrationwith IoT network service composition are of paramount importance whennew “cognitive devices” are becoming active participants in IoT applications.This chapter aims to be an overview of the IoRT concept, technologies,architectures and applications and to provide a comprehensive coverage offuture challenges, developments and applications

Visualyzart Project – The role in education

The VisualYzARt project intends to develop research on mobile platforms, web and social scenarios in order to bring augmented reality and natural interaction for the general public, aiming to study and validate the adequacy of YVision platform in various fields of activity such as digital arts, design, education, culture and leisure. The VisualYzARt project members analysed the components available in YVision platform and are defining new ones that allow the creation of applications to a chosen activity, effectively adding a new language to the domain YVision. In this paper we will present the role of the InstitutoPolitécnico de Santarém which falls into the field of education.VisualYzART is funded by QREN – Sistema de Incentivos à Investigação e Desenvolvimento Tecnológico (SI I&DT), Project n. º 23201 - VisualYzARt (from January 2013 to December 2014). Partners: YDreams Portugal; Instituto Politécnico de Santarém - Gabinete de e-Learning; Universidade de Coimbra - Centro de Informática e Sistemas; Instituto Politécnico de Leiria - Centro de Investigação em Informática e Comunicações; Universidade Católica do Porto - Centro de Investigação em Ciência e Tecnologia das Artes.info:eu-repo/semantics/publishedVersio