Augmented Reality Simulation Modules for EVD Placement Training and Planning Aids

When a novice neurosurgeon performs a psychomotor surgical task (e.g., tool navigation into brain structures), a potential risk of damaging healthy tissues and eloquent brain structures is unavoidable. When novices make multiple hits, thus a set of undesirable trajectories is created, and resulting in the potential for surgical complications. Thus, it is important that novices not only aim for a high-level of surgical mastery but also receive deliberate training in common neurosurgical procedures and underlying tasks. Surgical simulators have emerged as an adequate candidate as effective method to teach novices in safe and free-error training environments. The design of neurosurgical simulators requires a comprehensive approach to development and. In that in mind, we demonstrate a detailed case study in which two Augmented Reality (AR) training simulation modules were designed and implemented through the adoption of Model-driven Engineering. User performance evaluation is a key aspect of the surgical simulation validity. Many AR surgical simulators become obsolete; either they are not sufficient to support enough surgical scenarios, or they were validated according to subjective assessments that did not meet every need. Accordingly, we demonstrate the feasibility of the AR simulation modules through two user studies, objectively measuring novices’ performance based on quantitative metrics. Neurosurgical simulators are prone to perceptual distance underestimation. Few investigations were conducted for improving user depth perception in head-mounted display-based AR systems with perceptual motion cues. Consequently, we report our investigation’s results about whether or not head motion and perception motion cues had an influence on users’ performance

Learner Requirements and Geospatial Literacy Challenges for Making Meaning with Google Earth

This research contributes an educational research perspective to teaching and learning with geospatial technologies. This work considers the literacy of a geospatial text that is readily accessible to students, but often assumed to be intuitive to read– dynamic scalable satellite imagery, which often serves as base maps for common navigation, GIS, and virtual globe applications. Within the context of a STEM project, Grades 5 and 6 students were observed and interviewed to identify knowledge and skills that were required to make meaning of Google Earth imagery. A qualitative methodological approach incorporating a thinkaloud data collection protocol was followed to stay true to the breadth, depth and nuances of the student voice and experience. When engaged with Google Earth, the students were observed to employ a range of image interpretation skills, demonstrated various expertise in navigation, and also drew upon their knowledge of the technology. Challenges to understanding the imagery included dominant alignment effect, dimensional translation, and interpreting the nadir view. Students who had an understanding of the underlying technology of the application were better able to overcome these challenges. These results suggest that ensuring students have knowledge about the technology itself, and basic literacy of satellite imagery, is valuable in order to make meaning of the data, critical at this age when students are developing their mental constructs of the world with such geospatial data

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

A Low-Cost Apparatus for Laboratory Exercises and Classroom Demonstrations of Geometric Optics

Current trends in research towards the teaching of geometric suggest a constructivist approach. Student experimentation dealing directly with student misconceptions through repetition of examples in many contexts to confront conflicting reasoning allow students to construct definitions with their experiences and observations. Developing the scientific method of observation, prediction/experimental design, conducting experiments and repeating is reinforced with these techniques. Cataloguing student misconceptions and redesigning course material and laboratory experiments in their context has only recently begun. Use of technology has also been shown to increase student interest in course material and 3D printers have recently become common tools in schools. Additionally, experiments that lend themselves towards computer modeling are sought after as an interface to reconcile conflicting reasoning in student misconceptions. An apparatus and set of experiments is described that deal with student misconceptions in iterative experiments. Overall cost of the system is decreased by 3D printing expensive optical components. The system highlights complex interactions of propagating light waves and seeks to explain the effects of media on image formation

The assessment of visual behaviour and depth perception in surgery

Imperial Users onl

Mixed media modelling of technological concepts in electricity, methods for supporting learning styles

The overarching objective of this research is to recognize the learning styles of engineering and technology students and to propose pedagogical methods for the comprehension of technological concepts in electricity. The topic of electrical resistor-capacitor (RC) circuits has been chosen because it is fundamental to engineering and technology courses. There is substantial evidence to suggest that students find such a concept difficult to grasp. The focus of the research lies in explicating undergraduate students cognitive structures about RC circuits, and proposing a method related to students learning styles of how these cognitive structures may be enhanced. The main thesis argument claims that the transfer of knowledge from familiar RC circuit configurations to unfamiliar RC circuit configurations does not occur easily even if the problem-space is kept identical. The methodology used in this research is a mixed-method approach employing qualitative and quantitative data-gathering and analysis processes. This research concludes that the reasons for lack of transfer of knowledge stem from conceptual and perceptual constraints. Constraints involve: (a) which analogical models are employed in relation to the RC circuit, (b) how the circuit schematic diagram is drawn, and (c) relations between analogy, circuit schematic diagram, voltage-time graphs and verbal jargon used to describe circuit behaviour. The research presents a variety of novel, custom-designed learning aids which are employed within the research methodology to rectify the lack of transfer of knowledge for the RC circuits considered in the study. The design of these learning aids is based on the concept of embodied cognition and mainly makes use of visual and kinaesthetic means to appeal to students who may have different learning styles. The use of such learning aids is proposed as a complementary teaching strategy. The approach taken in this research and its outcomes are significant because they continue to inform the research and educational communities about how human development may be fostered through engineering and technology education (Barak and Hacker, 2011)

An aesthetics of touch: investigating the language of design relating to form

How well can designers communicate qualities of touch? This paper presents evidence that they have some capability to do so, much of which appears to have been learned, but at present make limited use of such language. Interviews with graduate designer-makers suggest that they are aware of and value the importance of touch and materiality in their work, but lack a vocabulary to fully relate to their detailed explanations of other aspects such as their intent or selection of materials. We believe that more attention should be paid to the verbal dialogue that happens in the design process, particularly as other researchers show that even making-based learning also has a strong verbal element to it. However, verbal language alone does not appear to be adequate for a comprehensive language of touch. Graduate designers-makers’ descriptive practices combined non-verbal manipulation within verbal accounts. We thus argue that haptic vocabularies do not simply describe material qualities, but rather are situated competences that physically demonstrate the presence of haptic qualities. Such competencies are more important than groups of verbal vocabularies in isolation. Design support for developing and extending haptic competences must take this wide range of considerations into account to comprehensively improve designers’ capabilities

Representational technologies and learner problem-solving strategies in chemistry

Learning within the sciences is often considered through a quantitative lens, but acquiring proficiency with the symbolic representations in chemistry is arguably more akin to language learning. Representational competencies are central to successful communication of chemical information including molecular composition, structure, and properties. This article reports on a qualitative study of learner experiences when introduced to new symbolic representations and representational technologies. Participants’ descriptions of these resource interactions were collected through semi-structured interviews and surveys, and were analyzed using phenomenography to identify the variety in student experiences. Results illustrate the impact that representational technologies can have on learner development of problem-solving techniques