Augmented Reality Based on SLAM to Assess Spatial Short-Term Memory

Spatial short-term memory is defined as the limited ability of people to retain and remember the location of elements for short periods of time. In this paper, we present the first AR app based on SLAM (Simultaneous Localization and Mapping) to assess spatial short-term memory. A total of 55 participants were involved in a study for remembering the real place where four virtual objects were located in the real environment. The participants were divided into two groups: the ARGroup (the participants learned the location of the virtual objects in the real environment in an adaptation phase using AR) and the NoARGroup (the participants learned the location of the objects by looking at photographs). The results indicated that the performance outcomes in remembering objects and their location for the participants in the ARGroup were statistically significantly greater than those obtained by the participants in the NoARGroup. From this result and our observations, we can conclude that touring the augmented environment helped the participants to better remember the location of virtual objects added to the real scene compared to looking at photographs of the environment. Furthermore, statistically significant differences were not found in relation to gender or age. Finally, our app has several advantages: 1) Our app works in any environment and does not require adding real elements to the environment; 2) the evaluators can select any real environment and place the virtual elements where they want and even change them between sessions; and 3) our app could work similar to the way spatial memory does in everyday life

Virtuelle Gedächtnispaläste: Der Einfluss der Gestaltung auf die Erinnerungsleistung

This paper is dedicated to the study of an innovative learning software that combines modern technology with an ancient learning method. The introduction briefly describes the current situation on education in the digital transformation and explains how an ancient mnemonic technique, the loci method (or "memory palace"), is being revived in current research. In the traditional version, one must imagine a familiar environment, which then serves as a memory palace. In this memory palace, the learning content is memorized along a route with unusual images. This process is repeated until one is able to walk through the memory palace again in one's mind and "pick up" the contents. The software-supported variant of the loci method is called "virtual memory palace". Here, the training is no longer done in thought, but with the help of a virtual environment, for example on a computer screen. The introduction is followed by theoretical basics on the topics of learning, the loci method, and the aspect of design. This is followed by a structured literature review, which leads to the research question of whether the design of a virtual memory palace has an influence on memory performance. An appropriate research methodology is then evaluated. The argument derives a design-oriented approach used to investigate a research model with multiple cycles and three identified design-relevant domains. The results of the research show that the design of a virtual memory palace does indeed have a significant impact on memory performance. The following implications, hints for future research projects on this topic, as well as a general conclusion are described in the last chapter.Diese Arbeit widmet sich der Untersuchung einer innovativen Lern-Software, die moderne Technologie mit einer antiken Lernmethode verknüpft. Die Einleitung beschreibt in Kürze die aktuelle Situation zum Thema Bildung in der digitalen Transformation und erklärt wie eine antike Mnemotechnik, die Loci-Methode (oder auch „Gedächtnispalast“), in der aktuellen Forschung wiederbelebt wird. In der traditionellen Variante muss man sich eine gewohnte Umgebung vorstellen, die dann als Gedächtnispalast dient. Die Lerninhalte werden in diesem Gedächtnispalast entlang einer Route mit ungewöhnlichen Bildern eingeprägt. Dieser Vorgang wird wiederholt, bis man in der Lage ist seinen Gedächtnispalast in Gedanken erneut abzulaufen, und die Inhalte „abzuholen“. Die softwaregestützte Variante der Loci- Methode nennt sich „virtueller Gedächtnispalast“. Hierbei erfolgt das Training nicht mehr in Gedanken, sondern mithilfe einer virtuellen Umgebung, zum Beispiel an einem Computer Bildschirm. Nach der Einleitung folgen theoretische Grund- lagen zu den Themen Lernen, der Loci-Methode und dem Aspekt Design. Daraufhin wird eine strukturierte Literaturanalyse beschrieben, die in der Forschungsfrage mündet, ob das Design eines virtuellen Gedächtnispalastes einen Einfluss auf die Erinnerungsleistung hat. Danach wird eine passende Forschungsmethodik evaluiert. Die Argumentation leitet eine gestaltungsorientierte Herangehensweise her, die dazu dient ein Forschungsmodell mit mehreren Zyklen und drei identifizierten gestaltungsrelevanten Bereichen zu untersuchen. Die Ergebnisse der Untersuchungen zeigen, dass die Gestaltung eines virtuellen Gedächtnispalastes tatsächlich signifikanten Einfluss auf die Erinnerungsleistung hat. Daraus folgende Implikationen, Hinweise für zukünftige Forschungsvorhaben in diesem Thema, als auch eine allgemeine Schlussfolgerung werden im letzten Kapitel beschrieben

Hybrid Simulation and Planning Platform for Cryosurgery with Microsoft HoloLens

Cryosurgery is a technique of growing popularity involving tissue ablation under controlled freezing. Technological advancement of devices along with surgical technique improvements have turned cryosurgery from an experimental to an established option for treating several diseases. However, cryosurgery is still limited by inaccurate planning based primarily on 2D visualization of the patient's preoperative images. Several works have been aimed at modelling cryoablation through heat transfer simulations; however, most software applications do not meet some key requirements for clinical routine use, such as high computational speed and user-friendliness. This work aims to develop an intuitive platform for anatomical understanding and pre-operative planning by integrating the information content of radiological images and cryoprobe specifications either in a 3D virtual environment (desktop application) or in a hybrid simulator, which exploits the potential of the 3D printing and augmented reality functionalities of Microsoft HoloLens. The proposed platform was preliminarily validated for the retrospective planning/simulation of two surgical cases. Results suggest that the platform is easy and quick to learn and could be used in clinical practice to improve anatomical understanding, to make surgical planning easier than the traditional method, and to strengthen the memorization of surgical planning

Updating the art history curriculum: incorporating virtual and augmented reality technologies to improve interactivity and engagement

Master's Project (M.Ed.) University of Alaska Fairbanks, 2017This project investigates how the art history curricula in higher education can borrow from and incorporate emerging technologies currently being used in art museums. Many art museums are using augmented reality and virtual reality technologies to transform their visitors' experiences into experiences that are interactive and engaging. Art museums have historically offered static visitor experiences, which have been mirrored in the study of art. This project explores the current state of the art history classroom in higher education, which is historically a teacher-centered learning environment and the learning effects of that environment. The project then looks at how art museums are creating visitor-centered learning environments; specifically looking at how they are using reality technologies (virtual and augmented) to transition into digitally interactive learning environments that support various learning theories. Lastly, the project examines the learning benefits of such tools to see what could (and should) be implemented into the art history curricula at the higher education level and provides a sample section of a curriculum demonstrating what that implementation could look like. Art and art history are a crucial part of our culture and being able to successfully engage with it and learn from it enables the spread of our culture through digital means and of digital culture

Mobile learning: benefits of augmented reality in geometry teaching

As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils’ learning experiences. This paper presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.This research was supported by the Arts and Humanities Research Council Design Star CDT (AH/L503770/1), the Portuguese Foundation for Science and Technology (FCT) projects LARSyS (UID/EEA/50009/2013) and CIAC-Research Centre for Arts and Communication.info:eu-repo/semantics/publishedVersio

The effect of fantasy on learning and recall of declarative knowledge in AR game-based learning

With increasing research attention on the application of Augmented Reality (AR) and Game elements in education, fantasy elements as imaginary, fictional game features have been shown to improve learners’ motivation and are critical to engaging and immersive experiences in AR game-based learning. With its affordance of enriching real-life education with virtual effects, AR game-based learning has shown its potential to improve recall performance in previous research. However, educators and researchers have concerns regarding the effect of employing fantasy game elements in AR game-based learning, suggesting learning with such elements will add cognitive load for children leading to a lower recall. To explore the effect of AR and fantasy in game-based learning for recalling declarative knowledge, we conducted an experiment involving 98 children participants and 26 adult participants from the Netherlands and China, using our own designed AR game- ChemiKami AR. We used a mixed ANOVA to identify the effect of fantasy and AR on knowledge recall. This study showed that using AR fantasy in game-based learning can improve recall of declarative knowledge and increase learning effectiveness in classroom learning contexts for children. We offer insights and guidelines for designing AR and fantasy experiences that enhance declarative knowledge recall for target groups with different ages, learning capacities, and cultural backgrounds.</p

X-ray vision at action space distances: depth perception in context

Accurate and usable x-ray vision has long been a goal in augmented reality (AR) research and development. X-ray vision, or the ability to comprehend location and object information when such is viewed through an opaque barrier, would be imminently useful in a variety of contexts, including industrial, disaster reconnaissance, and tactical applications. In order for x-ray vision to be a useful tool for many of these applications, it would need to extend operators’ perceptual awareness of the task or environment. The effectiveness with which x-ray vision can do this is of significant research interest and is a determinant of its usefulness in an application context. In substance, then, it is crucial to evaluate the effectiveness of x-ray vision—how does information presented through x-ray vision compare to real-world information? This approach requires narrowing as x-ray vision suffers from inherent limitations, analogous to viewing an object through a window. In both cases, information is presented beyond the local context, exists past an apparently solid object, and is limited by certain conditions. Further, in both cases, the naturally suggestive use cases occur over action space distances. These distances range from 1.5 to 30 meters and represent the area in which observers might contemplate immediate visually directed actions. These actions, simple tasks with a visual antecedent, represent action potentials for x-ray vision; in effect, x-ray vision extends an operators’ awareness and ability to visualize these actions into a new context. Thus, this work seeks to answer the question “Can a real window be replaced with an AR window?” This evaluation focuses on perceived object location, investigated through a series of experiments using visually directed actions as experimental measures. This approach leverages established methodology to investigate this topic by experimentally analyzing each of several distinct variables on a continuum between real-world depth perception and fully realized x-ray vision. It was found that a real window could not be replaced with an AR window without some loss of depth perception acuity and accuracy. However, no significant difference was found between a target viewed through an opaque wall and a target viewed through a real window

Study and experimentation of cognitive decline measurements in a virtual reality environment

À l’heure où le numérique s’est totalement imposé dans notre quotidien, nous pouvons nous demander comment évolue notre bien-être. La réalité virtuelle hautement immersive permet de développer des environnements propices à la relaxation qui peuvent améliorer les capacités cognitives et la qualité de vie de nombreuses personnes. Le premier objectif de cette étude est de réduire les émotions négatives et améliorer les capacités cognitives des personnes souffrant de déclin cognitif subjectif (DCS). À cette fin, nous avons développé un environnement de réalité virtuelle appelé Savannah VR, où les participants ont suivi un avatar à travers une savane. Nous avons recruté dix-neuf personnes atteintes de DCS pour participer à l’expérience virtuelle de la savane. Le casque Emotiv Epoc a capturé les émotions des participants pendant toute l’expérience virtuelle. Les résultats montrent que l’immersion dans la savane virtuelle a réduit les émotions négatives des participants et que les effets positifs ont continué par la suite. Les participants ont également amélioré leur performance cognitive. La confusion se manifeste souvent au cours de l’apprentissage lorsque les élèves ne comprennent pas de nouvelles connaissances. C’est un état qui est également très présent chez les personnes atteintes de démence à cause du déclin de leurs capacités cognitives. Détecter et surmonter la confusion pourrait ainsi améliorer le bien-être et les performances cognitives des personnes atteintes de troubles cognitifs. Le deuxième objectif de ce mémoire est donc de développer un outil pour détecter la confusion. Nous avons mené deux expérimentations et obtenu un modèle d’apprentissage automatique basé sur les signaux du cerveau pour reconnaître quatre niveaux de confusion (90% de précision). De plus, nous avons créé un autre modèle pour reconnaître la fonction cognitive liée à la confusion (82 % de précision).At a time when digital technology has become an integral part of our daily lives, we can ask ourselves how our well-being is evolving. Highly immersive virtual reality allows the development of environments that promote relaxation and can improve the cognitive abilities and quality of life of many people. The first aim of this study is to reduce the negative emotions and improve the cognitive abilities of people suffering from subjective cognitive decline (SCD). To this end, we have developed a virtual reality environment called Savannah VR, where participants followed an avatar across a savannah. We recruited nineteen people with SCD to participate in the virtual savannah experience. The Emotiv Epoc headset captured their emotions for the entire virtual experience. The results show that immersion in the virtual savannah reduced the negative emotions of the participants and that the positive effects continued afterward. Participants also improved their cognitive performance. Confusion often occurs during learning when students do not understand new knowledge. It is a state that is also very present in people with dementia because of the decline in their cognitive abilities. Detecting and overcoming confusion could thus improve the well-being and cognitive performance of people with cognitive impairment. The second objective of this paper is, therefore, to develop a tool to detect confusion. We conducted two experiments and obtained a machine learning model based on brain signals to recognize four levels of confusion (90% accuracy). In addition, we created another model to recognize the cognitive function related to the confusion (82% accuracy)

SYNERGY: GAME DESIGN + QUR\u27AN MEMORIZATION

The rise of digital technology has transformed nearly every part of our daily lives, including the way we learn and memorize. Such transformations raise interesting questions for one of the most long-standing and demanding memorization tasks in the world: the memorization of the Islamic holy book, The Qur’an. For Muslims, The Qur’an is a timeless, sacred text, cradling within its covers many profound images, stories, and parables. Despite rigorous research in the fields of game design and memorization techniques, very little work has been done in combining these two areas of research to create a game-based memorization experience of The Quran. This thesis synthesizes game design elements with existing memorization techniques to foster a more engaging, enriching, and inspiring Qur’an memorization experience