Simple simulator of gastrointestinal endoscopy with incorporation of real video images

En el siguiente artículo se expone un modelo simple del procedimiento de endoscopia gástrica y un modelo plástico del estómago y de la distensión estomacal. El uso correcto de imágenes ayuda al desarrollo de sistemas de realidad virtual, y presenta más realismo a la simulación. El objetivo del trabajo consiste en experimentar la posibilidad de construir sistemas simuladores de pacientes en Colombia, utilizando la tecnología localmente disponible, a bajo costo y destinados para la formación de estudiantes de medicina.The following paper deals with a simple model of a gastric endoscopy procedure and a plastic model of the stomach and its distension. The correct use of imaging helps in the development of virtual reality systems, and provides a greater realism to the simulation itself. The goal is to experience the possibility of building patient simulator systems in Colombia, using locally available technology, at low costs and intended for the training of medical students

« Teegi, il est trop beau »: Exemple d'évaluation du potentiel pédagogique d'une interface tangible interactive pour enfants en contexte scolaire

International audienceThe cerebral activity is an intangible physiological process difficult to apprehend, especially for children. With the aim of providing a new type of educational support, we studied the pedagogical potential of an interactive tangible interface (Teegi) designed to be used in educational context. This interface aims at enabling children to discover the relation between the brain activity and the human body functions. We propose in this study a methodology to evaluate its pedagogical potential in real context of use, considering the specificities of the children. This study, carried out with 29 pupils, highlights the strengths of this system, both in terms of its usability and its impact on learning. Moreover, the results provided by this methodology revealed possible improvements for a greater pedagogical effectiveness. This type of interactive interface, as well as the evaluation method proposed, paves the way for the pedagogical use of new interactive and tangible devices at school.L’activité cérébrale est un processus physiologique intangible qui peut être difficile à appréhender, notamment pour des enfants. Pour répondre aux besoins en supports pédagogiques et favoriser les apprentissages liés à ce type de concepts, nous étudions le potentiel d’une interface tangible interactive dédiée à la visualisation d’activités cérébrales (Teegi) en contexte éducatif. Nous proposons une méthodologie d’évaluation du potentiel pédagogique en contexte réel d’utilisation par des enfants. Cette étude réalisée avec 29 enfants, met en évidence les forces de ce système, tant au niveau de son utilisabilité que de ses impacts sur les apprentissages visés. Les résultats obtenus mettent en lumière des axes d’améliorations possibles pour une plus grande efficacité pédagogique. Ce type d’interface, ainsi que la méthode d’évaluation que nous proposons, ouvrent la voie de l’utilisation pédagogique de nouveaux dispositifs interactifs et tangibles en milieu scolaire

Spatial Augmented Reality Using Structured Light Illumination

Spatial augmented reality is a particular kind of augmented reality technique that uses projector to blend the real objects with virtual contents. Coincidentally, as a means of 3D shape measurement, structured light illumination makes use of projector as part of its system as well. It uses the projector to generate important clues to establish the correspondence between the 2D image coordinate system and the 3D world coordinate system. So it is appealing to build a system that can carry out the functionalities of both spatial augmented reality and structured light illumination. In this dissertation, we present all the hardware platforms we developed and their related applications in spatial augmented reality and structured light illumination. Firstly, it is a dual-projector structured light 3D scanning system that has two synchronized projectors operate simultaneously, consequently it outperforms the traditional structured light 3D scanning system which only include one projector in terms of the quality of 3D reconstructions. Secondly, we introduce a modified dual-projector structured light 3D scanning system aiming at detecting and solving the multi-path interference. Thirdly, we propose an augmented reality face paint system which detects human face in a scene and paints the face with any favorite colors by projection. Additionally, the system incorporates a second camera to realize the 3D space position tracking by exploiting the principle of structured light illumination. At last, a structured light 3D scanning system with its own built-in machine vision camera is presented as the future work. So far the standalone camera has been completed from the a bare CMOS sensor. With this customized camera, we can achieve high dynamic range imaging and better synchronization between the camera and projector. But the full-blown system that includes HDMI transmitter, structured light pattern generator and synchronization logic has yet to be done due to the lack of a well designed high speed PCB

The State of the Art of Spatial Interfaces for 3D Visualization

International audienceWe survey the state of the art of spatial interfaces for 3D visualization. Interaction techniques are crucial to data visualization processes and the visualization research community has been calling for more research on interaction for years. Yet, research papers focusing on interaction techniques, in particular for 3D visualization purposes, are not always published in visualization venues, sometimes making it challenging to synthesize the latest interaction and visualization results. We therefore introduce a taxonomy of interaction technique for 3D visualization. The taxonomy is organized along two axes: the primary source of input on the one hand and the visualization task they support on the other hand. Surveying the state of the art allows us to highlight specific challenges and missed opportunities for research in 3D visualization. In particular, we call for additional research in: (1) controlling 3D visualization widgets to help scientists better understand their data, (2) 3D interaction techniques for dissemination, which are under-explored yet show great promise for helping museum and science centers in their mission to share recent knowledge, and (3) developing new measures that move beyond traditional time and errors metrics for evaluating visualizations that include spatial interaction

Assessment of a novel computer aided learning tool in neuroanatomy education

Impaired understanding of intricate neuroanatomical concepts and structural inter-relationships has been associated with a fear of managing neurology patients, called neurophobia, among medical trainees. As technology advances, the role of e-learning pedagogies becomes more important to supplement the traditional dissection / prosection and lecture-based pedagogies for teaching neuroanatomy to undergraduate students. However, despite the availability of a myriad of e-learning resources, the neuro (-anatomy-) phobia – neurophobia nexus prevails. The focus of the PhD was to investigate the difficulties associated with learning neuroanatomy and to develop and assess the efficacy of a novel e-learning tool for teaching neuroanatomy, in the context of the strengths and pitfalls of the currently available e-learning resources. Firstly, we sought to provide direct evidence of the medical and health science students’ perception regarding specific challenges associated with learning neuroanatomy. The initial results showed that neuroanatomy is perceived as a more difficult subject compared to other anatomy topics, with spinal pathways being the most challenging to learn. Participants believed that computer assisted learning and online resources could enhance neuroanatomy understanding and decrease their neurophobia. Next, in the context of the significance of e-learning for supplementing traditional pedagogies, we identified features of neuroanatomy web-resources that were valued by students and educators with regards to learning neuroanatomy of the spinal pathways. Participants identified strengths and weaknesses of existing neuroanatomy web-resources and ranked one resource above the others in terms of information delivery and integration of clinical, physiological and medical imaging correlates. This provides a novel user perspective on the influence of specific elements of neuroanatomy web-resources to improve instructional design and enhance learner performance. Finally, considering the data acquired from students and educators, a novel, interactive, neuroanatomy learning e-resource was developed to support teaching of the neuroanatomy of the spinal pathways. The instructional design included a discussion of the clinical interpretation of basic neuroanatomical facts to aid in neurological localization. The e-learning tool was assessed and evaluated by undergraduate medical and neuroscience students using neuroanatomy knowledge quizzes and Likert-scale perception questionnaires and compared to the previously identified best-ranked neuroanatomy e-resource. Participants’ opinion regarding the usefulness of various components of the tools was also gauged. The results showed that usage of the UCC e-resource led to a significant increase in participants’ knowledge of the neuroanatomy of the spinal pathways compared to students’ who did not use e-resources. Moreover, the participants reported a greater interest in learning neuroanatomy with the novel tool, showing a greater appreciation for it while learning clinical neurological correlates compared to those using the best available e-resource identified earlier. In summary, the prevailing problem of neurophobia could be addressed by enhancing student-interest. Technological e-learning pedagogies, with intelligently designed interactive user-interface and clinical correlation of basic neuroanatomical facts can play a pivotal role in helping students learn neuroanatomy and breaking the nexus between neuro (-anatomy-) phobia and neurophobia