Mixed Reality Architecture: Concept, Construction, Use

Mixed Reality Architecture (MRA) dynamically links and overlays physical and virtual spaces. This paper investigates the topology of and the relationships between the components of MRA. As a phenomenon, MRA takes its place in a long history of technologies that have influenced conditions for social interaction as well as the environment we build around us. However, by providing a flexible spatial topology spanning physical and virtual environments it presents new opportunities for social interaction across electronic media. An experimental MRA is described that allowed us to study some of the emerging issues in this field. It provided material for the development of a framework describing virtual and physical spaces, the links between those and the types of mixed reality structure that we can envisage it being possible to design using these elements. We propose that by re-introducing a level of spatiality into communication across physical and virtual environments MRA will support everyday social interaction, and may convert digital communication media from being socially conservative to a more generative form familiar from physical space

Experimental evidence for mixed reality states

Recently researchers at the University of Illinois coupled a real pendulum to its virtual counterpart. They observed that the two pendulums suddenly start to move in synchrony if their lengths are sufficiently close. In this synchronized state, the boundary between the real system and the virtual system is blurred, that is, the pendulums are in a mixed reality state. An instantaneous, bidirectional coupling is a prerequisite for mixed reality states. In this article we explore the implications of mixed reality states in the context of controlling real-world systems.Comment: 2 pages, 2 figure

Toward future 'mixed reality' learning spaces for STEAM education

Digital technology is becoming more integrated and part of modern society. As this begins to happen, technologies including augmented reality, virtual reality, 3d printing and user supplied mobile devices (collectively referred to as mixed reality) are often being touted as likely to become more a part of the classroom and learning environment. In the discipline areas of STEAM education, experts are expected to be at the forefront of technology and how it might fit into their classroom. This is especially important because increasingly, educators are finding themselves surrounded by new learners that expect to be engaged with participatory, interactive, sensory-rich, experimental activities with greater opportunities for student input and creativity. This paper will explore learner and academic perspectives on mixed reality case studies in 3d spatial design (multimedia and architecture), paramedic science and information technology, through the use of existing data as well as additional one-on-one interviews around the use of mixed reality in the classroom. Results show that mixed reality can provide engagement, critical thinking and problem solving benefits for students in line with this new generation of learners, but also demonstrates that more work needs to be done to refine mixed reality solutions for the classroom

Mixed Reality Architecture: a dynamic architectural topology

Architecture can be shown to structure patterns of co-presence and in turn to be structured itself by the rules and norms of the society present within it. This two-way relationship exists in a surprisingly stable framework, as fundamental changes to buildings are slow and costly. At the same time, change within organisations is increasingly rapid and buildings are used to accommodate some of that change. This adaptation can be supported by the use of telecommunication technologies, overcoming the need for co-presence during social interaction. However, often this results in a loss of accountability or ‘civic legibility’, as the link between physical location and social activity is broken. In response to these considerations, Mixed Reality Architecture (MRA) was developed. MRA links multiple physical spaces across a shared 3D virtual world. We report on the design of MRA, including the key concept of the Mixed Reality Architectural Cell, a novel architectural interface between architectural spaces that are remote to each other. An in-depth study lasting one year and involving six office-based MRACells, used video recordings, the analysis of event logs, diaries and an interview survey. This produced a series of ethnographic vignettes describing social interaction within MRA in detail. In this paper we concentrate on the topological properties of MRA. It can be shown that the dynamic topology of MRA and social interaction taking place within it are fundamentally intertwined. We discuss how topological adjacencies across virtual space change the integration of the architectural spaces that MRA is installed in. We further reflect on how the placement of MRA technology in different parts of an office space (deep or shallow) impacts on the nature of that particular space. Both the above can be shown to influence movement through the building and social interaction taking place within it. These findings are directly relevant to new buildings that need to be designed to accommodate organisational change in future but also to existing building stock that might be very hard to adapt. We are currently expanding the system to new sites and are planning changes to the infrastructure of MRA as well as its interactional interface

Visualising mixed reality simulation for multiple users

Cowling, MA ORCiD: 0000-0003-1444-1563Blended reality seeks to encourage co-presence in the classroom, blending student experience across virtual and physical worlds. In a similar way, Mixed Reality, a continuum between virtual and real environments, is now allowing learners to work in both the physical and the digital world simultaneously, especially when combined with an immersive headset experience. This experience provides innovative new experiences for learning, but faces the challenge that most of these experiences are single user, leaving others outside the new environment. The question therefore becomes, how can a mixed reality simulation be experienced by multiple users, and how can we present that simulation effectively to users to create a true blended reality environment? This paper proposes a study that uses existing screen production research into the user and spectator to produce a mixed reality simulation suitable for multiple users. A research method using Design Based Research is also presented to assess the usability of the approach

Application of mixed reality to ultrasound-guided femoral arterial cannulation during real-time practice in cardiac interventions

Producción CientíficaMixed reality opens interesting possibilities as it allows physicians to interact with both, the real physical and the virtual computer-generated environment and objects, in a powerful way. A mixed reality system, based in the HoloLens 2 glasses, has been developed to assist cardiologists in a quite complex interventional procedure: the ultrasound-guided femoral arterial cannulations, during real-time practice in interventional cardiology. The system is divided into two modules, the transmitter module, responsible for sending medical images to HoloLens 2 glasses, and the receiver module, hosted in the HoloLens 2, which renders those medical images, allowing the practitioner to watch and manage them in a 3D environment. The system has been successfully used, between November 2021 and August 2022, in up to 9 interventions by 2 different practitioners, in a large public hospital in central Spain. The practitioners using the system confirmed it as easy to use, reliable, real-time, reachable, and cost-effective, allowing a reduction of operating times, a better control of typical errors associated to the interventional procedure, and opening the possibility to use the medical imagery produced in ubiquitous e-learning. These strengths and opportunities were only nuanced by the risk of potential medical complications emerging from system malfunction or operator errors when using the system (e.g., unexpected momentary lag). In summary, the proposed system can be taken as a realistic proof of concept of how mixed reality technologies can support practitioners when performing interventional and surgical procedures during real-time daily practice.Junta de Castilla y León - Gerencia Regional de Salud (SACyL) (grant number GRS 2275/A/2020)Instituto de Salud Carlos III (grant number DTS21/00158)Publicación en abierto financiada por el Consorcio de Bibliotecas Universitarias de Castilla y León (BUCLE), con cargo al Programa Operativo 2014ES16RFOP009 FEDER 2014-2020 DE CASTILLA Y LEÓN, Actuación:20007-CL - Apoyo Consorcio BUCL

Solving Poisson's Equation on the Microsoft HoloLens

We present a mixed reality application (HoloFEM) for the Microsoft HoloLens. The application lets a user define and solve a physical problem governed by Poisson's equation with the surrounding real world geometry as input data. Holograms are used to visualise both the problem and the solution. The finite element method is used to solve Poisson's equation. Solving and visualising partial differential equations in mixed reality could have potential usage in areas such as building planning and safety engineering.Comment: 2 pages, 9 figure

Mixed reality simulators

A dissertation submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Science Johannesburg, May 2017.Virtual Reality (VR) is widely used in training simulators of dangerous or expensive vehicles such as aircraft or heavy mining machinery. The vehicles often have very complicated controls that users need to master before attempting to operate a real world version of the machine. VR allows users to safely train in a simulated environment without the risk of injury or damaging expensive equipment in the field. VR however visually cuts off the user from the real environment,whichmayobtainobstructions. Usersareunabletosafelymoveorgesturewhilewearing aVRheadset. Additionallyusersareunabletousestandardinputdevicessuchasmiceandkeyboards. Bymixinginaliveviewofthetherealworld,theusercanstillseeandinteractwiththe physical environment. The contribution of this research is presenting ways of using Mixed RealitytoenhancetheuserexperienceoftraditionalVRbasedsimulators. MixedRealityimproves on traditional VR simulators by allowing the user the safety and freedom of not being cut off from the real world, allowing interaction and the tactile feedback of interacting with complex physical controls, while still allowing simultaneous use of virtual controls and by adding a real world reference point to aid in diminishing simulator sickness caused by visual motionA dissertation submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of ScienceGR201

Paper-based Mixed Reality Sketch Augmentation as a Conceptual Design Support Tool

This undergraduate student paper explores usage of mixed reality techniques as support tools for conceptual design. A proof-of-concept was developed to illustrate this principle. Using this as an example, a small group of designers was interviewed to determine their views on the use of this technology. These interviews are the main contribution of this paper. Several interesting applications were determined, suggesting possible usage in a wide range of domains. Paper-based sketching, mixed reality and sketch augmentation techniques complement each other, and the combination results in a highly intuitive interface