The problem of understanding physiological processes can be aided by visualization tools. Traditionally this has been achieved by the use of schematic paper diagrams. However, many physiological processes are quite complex, and in many instances students encounter difficulties in understanding the dynamics. This paper describes the rationale behind an alternative approach using interactive three‐dimensional computer‐graphics simulation to aid comprehension of scientific concepts

Bohme, Karl

Brindle, Geoff

Mitchell, William

Seal, Len

Research in Learning Technology

English

There exist a number of areas in the teaching of physiology which potentially lend themselves to a Computer-Based Learning approach. One such area which has been explored at Manchester Metropolitan University (MMU) and elsewhere (Dewhurst, 1993; Kwan, 1993) is the use of multimedia tools to simulate aspects of experiments traditionally performed on animals. The use of real animal specimens (for example, frogs or rats) for dissection and experimentation is both costly and contrary to the ethics of some students

KArl Bohme

Geoff Brindle

Len Seal

William Mitchell

Directory of Open Access Journals

A virtual laboratory systemfor physiology teachingGeoff Brindle*, William Mitchell*, Len Seal** and Karl Bohme**Manchester Metropolitan University, *Department of Computing;**Department of Biological SciencesThe problem of understanding physiological processes can be aided by visualization tools.Traditionally this has been achieved by the use of schematic paper diagrams. However, manyphysiological processes are quite complex, and in many instances students encounter difficulties inunderstanding the dynamics. This paper describes the rationale behind an alternative approachusing interactive three-dimensional computer-graphics simulation to aid comprehension ofscientific concepts.IntroductionThere exist a number of areas in the teaching of physiology which potentially lendthemselves to a Computer-Based Learning approach. One such area which has beenexplored at Manchester Metropolitan University (MMU) and elsewhere (Dewhurst, 1993;Kwan, 1993) is the use of multimedia tools to simulate aspects of experimentstraditionally performed on animals. The use of real animal specimens (for example, frogsor rats) for dissection and experimentation is both costly and contrary to the ethics ofsome students.A related but different area which we are currently investigating is that of scientificvisualization in relation to animal physiology - that is, the visualization of processeswhich often are difficult or impossible to see except either through the measurementsgenerated on instruments such as chart recorders and oscilloscopes, or the diagramsprovided by textbooks. This information is generally of an abstract nature, and studentsfind some of it difficult to grasp using two-dimensional static diagrams of the kindprovided in textbooks or handouts. The nature of the textbook medium prohibits somekey dynamic ideas coming across. At MMU a collaborative study between thedepartments of Computing and Biological Sciences is investigating the possibility of usingthree-dimensional interactive simulations, or Virtual Laboratory environments, to53Geoff Bändle et o/. A virtual laboratory system for physiology teachingprovide concept visualization tools for biologists. The present study is focused on oneparticular set of physiological processes - those which occur at the neuromuscularjunction. That process, it is hoped, will provide a vehicle for exploring the requirements ofrelated applications and lead to the development of software tools which can be used togenerate solutions more generally.The neuromuscular junctionThe junction between nerve strands and muscle fibres is typical of a number ofphysiological processes where understanding is difficult using standard diagrams. Thesequence of events which occurs at the neuromuscular junction during the initiation ofmuscle contraction is complex. It includes the arrival of action potentials, calcium fluxchanges, merging of synaptic vesicles with junction membrane, release ofneurotransmitter from vesicles into the junction cleft, interaction with muscle membranereceptors, pore changes and ion fluxes. An appreciation of the dynamic aspects of thesequence is essential to an understanding of the varying levels of activity seen in muscleranging from a single twitch to a sustained contraction. A clear understanding of thebasic process is also essential before consideration of variation in activity at thesejunctions associated with the effects of drugs, toxins and disease processes.The Virtual Reality approachThere are many variants of Virtual Reality (VR) systems. A good overview is provided byBarker in an earlier issue of ALT-J (Barker, 1993).VR systems are less of a new technology than an integration of several existingtechnologies, the chief of which are 3D computer graphics display and animation,computer modelling and simulation, real-time systems and novel input and output devicetechnologies. When these technologies are combined fully, it is possible to producesystems where the user can feel immersed within an authentic, albeit synthetic world andwhere he or she can manipulate that world in a natural and familiar way. In such asystem, the user interface becomes transparent, and the user feels as though he/she isinside the model data space. Rheingold (1991) provides a very readable and detailedhistorical perspective of VR technologies.Advantages of a VR approachThe underlying assumption of this project is that the construction and use of systems canbe guided by the VR ideal even though they may fall somewhat short of a fully immersivesystem. Some of the reasons for such a stance are:• The use of a 3D model and 3D viewing facilities allow more complex objects,behaviours and relationships to be displayed and manipulated. This is important wherethe relationships in the world being modelled are complex. The value of 3Drepresentations has been repeatedly shown in the field of Computer Aided Design(CAD).54ALT-J Volume 3 Number I• VR systems go beyond traditional CAD modelling in the degree of realism provided.Texture is added to the surface of object geometries to provide detail, and the use ofperspective and illumination/reflection modelling provides depth cues. This gives asense of authenticity so that the user can use intuitive notions of depth and spacederived from everyday life to understand the structures and relationships in theconceptual world.• VR provides simulation based on a stored model of the process under study so that theparameters of this model can be changed. Understanding can be actively acquired byexperimentation, a method in keeping with current educational thinking.• A key feature of virtual worlds is interactivity. It should be possible to interact withsynthetic worlds in the same way as we interact with real worlds. As a result,interaction tasks are more natural, and the amount of training needed is reduced(Balaguer & Gobbetti, 1993).• Scientists are trained in the use of instruments and measuring devices as well as in thespecifics of the particular process or object under consideration. Typically, studentsneed to learn how to calibrate instruments, how to position measurement probes, andhow to use the options and switches on instrument panels. If learning how to use thecomputer interface can be made identical to learning to use traditional instrumentinterfaces, then existing knowledge of such interfaces which the student brings to theinteraction can be profitably used and reinforced.A prototype virtual laboratoryA prototype virtual laboratory is currently at an early stage of development at MMU.For development purposes, a VR development system - World Tool Kit for Windows -provides a set of rendering tools and interaction controls which are called from Cprogramming language interface. The software runs on a PC but requires good floating-point capabilities (DX2 or Pentium) processors. Since the intention is to use the systemwith undergraduate students, it is important that it can be implemented on a desktopsystem using relatively cheap interaction equipment.Some areas of difficultyThe VR laboratory is clearly an ambitious project offering many potential problems andchallenges. While initial work has been promising, we are aware of a number of keyproblem areas:AnimationDesktop VR development environments are proving to be usable in a number of contexts.However, animation is usually in the form of a walkthrough or flyby where the worldbeing navigated stays relatively static. The provision of worlds containing multipleinteracting objects is more problematic. Convincing animation requires attention to manydetails concerning the way that objects move, and it is traditionally a time-consumingprogramming activity.¡5Geoff Brindle et al. A virtual laboratory system for physiology teachingInteractionThe design and development of virtual tools is an area requiring substantial design anddevelopment effort. Researchers are only just beginning to explore the possibilities(Balaguer & Gobetti, 1993).Development lead timesIt is clear that the provision of authoring tools is ultimately necessary if technologies likeVR are to have any impact on learning. The amount of work involved in producinglearning material is otherwise excessive and the need for specialist subject knowledge is alimitation. It should be possible for lecturers in a particular specialism to produceinteractive simulations themselves easily, and within a reasonable timescale (Van Dam,1992).ConclusionsThe virtual-world ideal, while perhaps not perfectly realizable given today's technologyand the need for desktop solutions, can nevertheless be used as a model to guide thedesign of CAL tools. A range of VR development toolkits and authoring systems arebeginning to emerge, and these will be added to as more experience is gained. Alreadythese tools are being used in entertainment and in the design of products in industry. AtMMU we are developing tools aimed at the application of VR in specific educationalcontexts, with the aim of providing software tools that can be used generally in the area ofconceptual visualization.ReferencesBalaguer, J.F. & Gobbetti, E. (1993), 'Virtuality Builder II: on the topic of 3Dinteraction' in Thalmann, N.M. & Thalmann, D. (eds), Virtual Worlds and Multimedia,Chichester, Wiley.Barker, P. (1993), 'Virtual Reality: theoretical basis, practical applications', Associationfor Learning Technology Journal, 1, 1, 15-25.Dewhurst, D.G. & Williams, A. (1993), 'Frog skin: a computer simulation of experimentsperformed on frog skin in vitro to investigate the epithelial transport of ions', ATLA, 21,3, 350-8.Kwan, T.K. (1993), A Multimedia Learning Environment for Dissection Skills in Biology,M.Sc. dissertation, Sheffield University.Rheingold, H. (1991), Virtual Reality, London, Secker & Warburg.Van Dam, A. (1992), 'Electronic books and interactive illustrations' in Cunningham, S. &Hubbold, R.J. (eds), Interactive Learning Through Visualisation, Berlin, Springer-Verlag.56

A virtual laboratory system for physiology teaching

Karl Bohme

Crossref

Full Terms & Conditions of access and use can be found athttps://www.tandfonline.com/action/journalInformation?journalCode=zrlt20ALT-JResearch in Learning TechnologyISSN: 0968-7769 (Print) 1741-1629 (Online) Journal homepage: https://www.tandfonline.com/loi/zrlt19A virtual laboratory system for physiologyteachingGeoff Brindle, William Mitchell, Len Seal & Karl BohmeTo cite this article: Geoff Brindle, William Mitchell, Len Seal & Karl Bohme (1995) A virtuallaboratory system for physiology teaching, ALT-J, 3:1, 53-56, DOI: 10.1080/0968776950030108To link to this article:  https://doi.org/10.1080/0968776950030108© 1995 The Author(s). Published by Taylor &Francis.Published online: 14 Dec 2016.Submit your article to this journal Article views: 479View related articles A virtual laboratory systemfor physiology teachingGeoff Brindle*, William Mitchell*, Len Seal** and Karl Bohme**Manchester Metropolitan University, *Department of Computing;**Department of Biological SciencesThe problem of understanding physiological processes can be aided by visualization tools.Traditionally this has been achieved by the use of schematic paper diagrams. However, manyphysiological processes are quite complex, and in many instances students encounter difficulties inunderstanding the dynamics. This paper describes the rationale behind an alternative approachusing interactive three-dimensional computer-graphics simulation to aid comprehension ofscientific concepts.IntroductionThere exist a number of areas in the teaching of physiology which potentially lendthemselves to a Computer-Based Learning approach. One such area which has beenexplored at Manchester Metropolitan University (MMU) and elsewhere (Dewhurst, 1993;Kwan, 1993) is the use of multimedia tools to simulate aspects of experimentstraditionally performed on animals. The use of real animal specimens (for example, frogsor rats) for dissection and experimentation is both costly and contrary to the ethics ofsome students.A related but different area which we are currently investigating is that of scientificvisualization in relation to animal physiology - that is, the visualization of processeswhich often are difficult or impossible to see except either through the measurementsgenerated on instruments such as chart recorders and oscilloscopes, or the diagramsprovided by textbooks. This information is generally of an abstract nature, and studentsfind some of it difficult to grasp using two-dimensional static diagrams of the kindprovided in textbooks or handouts. The nature of the textbook medium prohibits somekey dynamic ideas coming across. At MMU a collaborative study between thedepartments of Computing and Biological Sciences is investigating the possibility of usingthree-dimensional interactive simulations, or Virtual Laboratory environments, to53Geoff Bändle et o/. A virtual laboratory system for physiology teachingprovide concept visualization tools for biologists. The present study is focused on oneparticular set of physiological processes - those which occur at the neuromuscularjunction. That process, it is hoped, will provide a vehicle for exploring the requirements ofrelated applications and lead to the development of software tools which can be used togenerate solutions more generally.The neuromuscular junctionThe junction between nerve strands and muscle fibres is typical of a number ofphysiological processes where understanding is difficult using standard diagrams. Thesequence of events which occurs at the neuromuscular junction during the initiation ofmuscle contraction is complex. It includes the arrival of action potentials, calcium fluxchanges, merging of synaptic vesicles with junction membrane, release ofneurotransmitter from vesicles into the junction cleft, interaction with muscle membranereceptors, pore changes and ion fluxes. An appreciation of the dynamic aspects of thesequence is essential to an understanding of the varying levels of activity seen in muscleranging from a single twitch to a sustained contraction. A clear understanding of thebasic process is also essential before consideration of variation in activity at thesejunctions associated with the effects of drugs, toxins and disease processes.The Virtual Reality approachThere are many variants of Virtual Reality (VR) systems. A good overview is provided byBarker in an earlier issue of ALT-J (Barker, 1993).VR systems are less of a new technology than an integration of several existingtechnologies, the chief of which are 3D computer graphics display and animation,computer modelling and simulation, real-time systems and novel input and output devicetechnologies. When these technologies are combined fully, it is possible to producesystems where the user can feel immersed within an authentic, albeit synthetic world andwhere he or she can manipulate that world in a natural and familiar way. In such asystem, the user interface becomes transparent, and the user feels as though he/she isinside the model data space. Rheingold (1991) provides a very readable and detailedhistorical perspective of VR technologies.Advantages of a VR approachThe underlying assumption of this project is that the construction and use of systems canbe guided by the VR ideal even though they may fall somewhat short of a fully immersivesystem. Some of the reasons for such a stance are:• The use of a 3D model and 3D viewing facilities allow more complex objects,behaviours and relationships to be displayed and manipulated. This is important wherethe relationships in the world being modelled are complex. The value of 3Drepresentations has been repeatedly shown in the field of Computer Aided Design(CAD).54ALT-J Volume 3 Number I• VR systems go beyond traditional CAD modelling in the degree of realism provided.Texture is added to the surface of object geometries to provide detail, and the use ofperspective and illumination/reflection modelling provides depth cues. This gives asense of authenticity so that the user can use intuitive notions of depth and spacederived from everyday life to understand the structures and relationships in theconceptual world.• VR provides simulation based on a stored model of the process under study so that theparameters of this model can be changed. Understanding can be actively acquired byexperimentation, a method in keeping with current educational thinking.• A key feature of virtual worlds is interactivity. It should be possible to interact withsynthetic worlds in the same way as we interact with real worlds. As a result,interaction tasks are more natural, and the amount of training needed is reduced(Balaguer & Gobbetti, 1993).• Scientists are trained in the use of instruments and measuring devices as well as in thespecifics of the particular process or object under consideration. Typically, studentsneed to learn how to calibrate instruments, how to position measurement probes, andhow to use the options and switches on instrument panels. If learning how to use thecomputer interface can be made identical to learning to use traditional instrumentinterfaces, then existing knowledge of such interfaces which the student brings to theinteraction can be profitably used and reinforced.A prototype virtual laboratoryA prototype virtual laboratory is currently at an early stage of development at MMU.For development purposes, a VR development system - World Tool Kit for Windows -provides a set of rendering tools and interaction controls which are called from Cprogramming language interface. The software runs on a PC but requires good floating-point capabilities (DX2 or Pentium) processors. Since the intention is to use the systemwith undergraduate students, it is important that it can be implemented on a desktopsystem using relatively cheap interaction equipment.Some areas of difficultyThe VR laboratory is clearly an ambitious project offering many potential problems andchallenges. While initial work has been promising, we are aware of a number of keyproblem areas:AnimationDesktop VR development environments are proving to be usable in a number of contexts.However, animation is usually in the form of a walkthrough or flyby where the worldbeing navigated stays relatively static. The provision of worlds containing multipleinteracting objects is more problematic. Convincing animation requires attention to manydetails concerning the way that objects move, and it is traditionally a time-consumingprogramming activity.¡5Geoff Brindle et al. A virtual laboratory system for physiology teachingInteractionThe design and development of virtual tools is an area requiring substantial design anddevelopment effort. Researchers are only just beginning to explore the possibilities(Balaguer & Gobetti, 1993).Development lead timesIt is clear that the provision of authoring tools is ultimately necessary if technologies likeVR are to have any impact on learning. The amount of work involved in producinglearning material is otherwise excessive and the need for specialist subject knowledge is alimitation. It should be possible for lecturers in a particular specialism to produceinteractive simulations themselves easily, and within a reasonable timescale (Van Dam,1992).ConclusionsThe virtual-world ideal, while perhaps not perfectly realizable given today's technologyand the need for desktop solutions, can nevertheless be used as a model to guide thedesign of CAL tools. A range of VR development toolkits and authoring systems arebeginning to emerge, and these will be added to as more experience is gained. Alreadythese tools are being used in entertainment and in the design of products in industry. AtMMU we are developing tools aimed at the application of VR in specific educationalcontexts, with the aim of providing software tools that can be used generally in the area ofconceptual visualization.ReferencesBalaguer, J.F. & Gobbetti, E. (1993), 'Virtuality Builder II: on the topic of 3Dinteraction' in Thalmann, N.M. & Thalmann, D. (eds), Virtual Worlds and Multimedia,Chichester, Wiley.Barker, P. (1993), 'Virtual Reality: theoretical basis, practical applications', Associationfor Learning Technology Journal, 1, 1, 15-25.Dewhurst, D.G. & Williams, A. (1993), 'Frog skin: a computer simulation of experimentsperformed on frog skin in vitro to investigate the epithelial transport of ions', ATLA, 21,3, 350-8.Kwan, T.K. (1993), A Multimedia Learning Environment for Dissection Skills in Biology,M.Sc. dissertation, Sheffield University.Rheingold, H. (1991), Virtual Reality, London, Secker & Warburg.Van Dam, A. (1992), 'Electronic books and interactive illustrations' in Cunningham, S. &Hubbold, R.J. (eds), Interactive Learning Through Visualisation, Berlin, Springer-Verlag.56

Full Terms & Conditions of access and use can be found at
https://www.tandfonline.com/action/journalInformation?journalCode=zrlt20
ALT-J
Research in Learning Technology
ISSN: 0968-7769 (Print) 1741-1629 (Online) Journal homepage: https://www.tandfonline.com/loi/zrlt19
A virtual laboratory system for physiology
teaching
Geoff Brindle, William Mitchell, Len Seal & Karl Bohme
To cite this article: Geoff Brindle, William Mitchell, Len Seal & Karl Bohme (1995) A virtual
laboratory system for physiology teaching, ALT-J, 3:1, 53-56, DOI: 10.1080/0968776950030108
To link to this article:  https://doi.org/10.1080/0968776950030108
© 1995 The Author(s). Published by Taylor &
Francis.
Published online: 14 Dec 2016.
Submit your article to this journal 
Article views: 479
View related articles 
A virtual laboratory system
for physiology teaching
Geoff Brindle*, William Mitchell*, Len Seal** and Karl Bohme**
Manchester Metropolitan University, *Department of Computing;
**Department of Biological Sciences
The problem of understanding physiological processes can be aided by visualization tools.
Traditionally this has been achieved by the use of schematic paper diagrams. However, many
physiological processes are quite complex, and in many instances students encounter difficulties in
understanding the dynamics. This paper describes the rationale behind an alternative approach
using interactive three-dimensional computer-graphics simulation to aid comprehension of
scientific concepts.
Introduction
There exist a number of areas in the teaching of physiology which potentially lend
themselves to a Computer-Based Learning approach. One such area which has been
explored at Manchester Metropolitan University (MMU) and elsewhere (Dewhurst, 1993;
Kwan, 1993) is the use of multimedia tools to simulate aspects of experiments
traditionally performed on animals. The use of real animal specimens (for example, frogs
or rats) for dissection and experimentation is both costly and contrary to the ethics of
some students.
A related but different area which we are currently investigating is that of scientific
visualization in relation to animal physiology - that is, the visualization of processes
which often are difficult or impossible to see except either through the measurements
generated on instruments such as chart recorders and oscilloscopes, or the diagrams
provided by textbooks. This information is generally of an abstract nature, and students
find some of it difficult to grasp using two-dimensional static diagrams of the kind
provided in textbooks or handouts. The nature of the textbook medium prohibits some
key dynamic ideas coming across. At MMU a collaborative study between the
departments of Computing and Biological Sciences is investigating the possibility of using
three-dimensional interactive simulations, or Virtual Laboratory environments, to
53
Geoff Bändle et o/. A virtual laboratory system for physiology teaching
provide concept visualization tools for biologists. The present study is focused on one
particular set of physiological processes - those which occur at the neuromuscular
junction. That process, it is hoped, will provide a vehicle for exploring the requirements of
related applications and lead to the development of software tools which can be used to
generate solutions more generally.
The neuromuscular junction
The junction between nerve strands and muscle fibres is typical of a number of
physiological processes where understanding is difficult using standard diagrams. The
sequence of events which occurs at the neuromuscular junction during the initiation of
muscle contraction is complex. It includes the arrival of action potentials, calcium flux
changes, merging of synaptic vesicles with junction membrane, release of
neurotransmitter from vesicles into the junction cleft, interaction with muscle membrane
receptors, pore changes and ion fluxes. An appreciation of the dynamic aspects of the
sequence is essential to an understanding of the varying levels of activity seen in muscle
ranging from a single twitch to a sustained contraction. A clear understanding of the
basic process is also essential before consideration of variation in activity at these
junctions associated with the effects of drugs, toxins and disease processes.
The Virtual Reality approach
There are many variants of Virtual Reality (VR) systems. A good overview is provided by
Barker in an earlier issue of ALT-J (Barker, 1993).
VR systems are less of a new technology than an integration of several existing
technologies, the chief of which are 3D computer graphics display and animation,
computer modelling and simulation, real-time systems and novel input and output device
technologies. When these technologies are combined fully, it is possible to produce
systems where the user can feel immersed within an authentic, albeit synthetic world and
where he or she can manipulate that world in a natural and familiar way. In such a
system, the user interface becomes transparent, and the user feels as though he/she is
inside the model data space. Rheingold (1991) provides a very readable and detailed
historical perspective of VR technologies.
Advantages of a VR approach
The underlying assumption of this project is that the construction and use of systems can
be guided by the VR ideal even though they may fall somewhat short of a fully immersive
system. Some of the reasons for such a stance are:
• The use of a 3D model and 3D viewing facilities allow more complex objects,
behaviours and relationships to be displayed and manipulated. This is important where
the relationships in the world being modelled are complex. The value of 3D
representations has been repeatedly shown in the field of Computer Aided Design
(CAD).
54
ALT-J Volume 3 Number I
• VR systems go beyond traditional CAD modelling in the degree of realism provided.
Texture is added to the surface of object geometries to provide detail, and the use of
perspective and illumination/reflection modelling provides depth cues. This gives a
sense of authenticity so that the user can use intuitive notions of depth and space
derived from everyday life to understand the structures and relationships in the
conceptual world.
• VR provides simulation based on a stored model of the process under study so that the
parameters of this model can be changed. Understanding can be actively acquired by
experimentation, a method in keeping with current educational thinking.
• A key feature of virtual worlds is interactivity. It should be possible to interact with
synthetic worlds in the same way as we interact with real worlds. As a result,
interaction tasks are more natural, and the amount of training needed is reduced
(Balaguer & Gobbetti, 1993).
• Scientists are trained in the use of instruments and measuring devices as well as in the
specifics of the particular process or object under consideration. Typically, students
need to learn how to calibrate instruments, how to position measurement probes, and
how to use the options and switches on instrument panels. If learning how to use the
computer interface can be made identical to learning to use traditional instrument
interfaces, then existing knowledge of such interfaces which the student brings to the
interaction can be profitably used and reinforced.
A prototype virtual laboratory
A prototype virtual laboratory is currently at an early stage of development at MMU.
For development purposes, a VR development system - World Tool Kit for Windows -
provides a set of rendering tools and interaction controls which are called from C
programming language interface. The software runs on a PC but requires good floating-
point capabilities (DX2 or Pentium) processors. Since the intention is to use the system
with undergraduate students, it is important that it can be implemented on a desktop
system using relatively cheap interaction equipment.
Some areas of difficulty
The VR laboratory is clearly an ambitious project offering many potential problems and
challenges. While initial work has been promising, we are aware of a number of key
problem areas:
Animation
Desktop VR development environments are proving to be usable in a number of contexts.
However, animation is usually in the form of a walkthrough or flyby where the world
being navigated stays relatively static. The provision of worlds containing multiple
interacting objects is more problematic. Convincing animation requires attention to many
details concerning the way that objects move, and it is traditionally a time-consuming
programming activity.
¡5
Geoff Brindle et al. A virtual laboratory system for physiology teaching
Interaction
The design and development of virtual tools is an area requiring substantial design and
development effort. Researchers are only just beginning to explore the possibilities
(Balaguer & Gobetti, 1993).
Development lead times
It is clear that the provision of authoring tools is ultimately necessary if technologies like
VR are to have any impact on learning. The amount of work involved in producing
learning material is otherwise excessive and the need for specialist subject knowledge is a
limitation. It should be possible for lecturers in a particular specialism to produce
interactive simulations themselves easily, and within a reasonable timescale (Van Dam,
1992).
Conclusions
The virtual-world ideal, while perhaps not perfectly realizable given today's technology
and the need for desktop solutions, can nevertheless be used as a model to guide the
design of CAL tools. A range of VR development toolkits and authoring systems are
beginning to emerge, and these will be added to as more experience is gained. Already
these tools are being used in entertainment and in the design of products in industry. At
MMU we are developing tools aimed at the application of VR in specific educational
contexts, with the aim of providing software tools that can be used generally in the area of
conceptual visualization.
References
Balaguer, J.F. & Gobbetti, E. (1993), 'Virtuality Builder II: on the topic of 3D
interaction' in Thalmann, N.M. & Thalmann, D. (eds), Virtual Worlds and Multimedia,
Chichester, Wiley.
Barker, P. (1993), 'Virtual Reality: theoretical basis, practical applications', Association
for Learning Technology Journal, 1, 1, 15-25.
Dewhurst, D.G. & Williams, A. (1993), 'Frog skin: a computer simulation of experiments
performed on frog skin in vitro to investigate the epithelial transport of ions', ATLA, 21,
3, 350-8.
Kwan, T.K. (1993), A Multimedia Learning Environment for Dissection Skills in Biology,
M.Sc. dissertation, Sheffield University.
Rheingold, H. (1991), Virtual Reality, London, Secker & Warburg.
Van Dam, A. (1992), 'Electronic books and interactive illustrations' in Cunningham, S. &
Hubbold, R.J. (eds), Interactive Learning Through Visualisation, Berlin, Springer-Verlag.
56


ALT Open Access Repository

A Multimedia Learning Environment for Dissection Skills

Electronic books and interactive illustrations'

Frog skin: a computer simulation of experiments performed on frog skin in vitro to investigate the epithelial transport of ions',

Virtual Reality,

Virtual Reality: theoretical basis, practical applications',

Virtuality Builder II: on the topic of 3D interaction'

MUCC (Crossref)

Full Terms & Conditions of access and use can be found at
https://www.tandfonline.com/action/journalInformation?journalCode=zrlt20
ALT-J
Research in Learning Technology
ISSN: 0968-7769 (Print) 1741-1629 (Online) Journal homepage: https://www.tandfonline.com/loi/zrlt19
A virtual laboratory system for physiology
teaching
Geoff Brindle, William Mitchell, Len Seal & Karl Bohme
To cite this article: Geoff Brindle, William Mitchell, Len Seal & Karl Bohme (1995) A virtual
laboratory system for physiology teaching, ALT-J, 3:1, 53-56, DOI: 10.1080/0968776950030108
To link to this article:  https://doi.org/10.1080/0968776950030108
© 1995 The Author(s). Published by Taylor &
Francis.
Published online: 14 Dec 2016.
Submit your article to this journal 
Article views: 478
View related articles 
A virtual laboratory system
for physiology teaching
Geoff Brindle*, William Mitchell*, Len Seal** and Karl Bohme**
Manchester Metropolitan University, *Department of Computing;
**Department of Biological Sciences
The problem of understanding physiological processes can be aided by visualization tools.
Traditionally this has been achieved by the use of schematic paper diagrams. However, many
physiological processes are quite complex, and in many instances students encounter difficulties in
understanding the dynamics. This paper describes the rationale behind an alternative approach
using interactive three-dimensional computer-graphics simulation to aid comprehension of
scientific concepts.
Introduction
There exist a number of areas in the teaching of physiology which potentially lend
themselves to a Computer-Based Learning approach. One such area which has been
explored at Manchester Metropolitan University (MMU) and elsewhere (Dewhurst, 1993;
Kwan, 1993) is the use of multimedia tools to simulate aspects of experiments
traditionally performed on animals. The use of real animal specimens (for example, frogs
or rats) for dissection and experimentation is both costly and contrary to the ethics of
some students.
A related but different area which we are currently investigating is that of scientific
visualization in relation to animal physiology - that is, the visualization of processes
which often are difficult or impossible to see except either through the measurements
generated on instruments such as chart recorders and oscilloscopes, or the diagrams
provided by textbooks. This information is generally of an abstract nature, and students
find some of it difficult to grasp using two-dimensional static diagrams of the kind
provided in textbooks or handouts. The nature of the textbook medium prohibits some
key dynamic ideas coming across. At MMU a collaborative study between the
departments of Computing and Biological Sciences is investigating the possibility of using
three-dimensional interactive simulations, or Virtual Laboratory environments, to
53
Geoff Bändle et o/. A virtual laboratory system for physiology teaching
provide concept visualization tools for biologists. The present study is focused on one
particular set of physiological processes - those which occur at the neuromuscular
junction. That process, it is hoped, will provide a vehicle for exploring the requirements of
related applications and lead to the development of software tools which can be used to
generate solutions more generally.
The neuromuscular junction
The junction between nerve strands and muscle fibres is typical of a number of
physiological processes where understanding is difficult using standard diagrams. The
sequence of events which occurs at the neuromuscular junction during the initiation of
muscle contraction is complex. It includes the arrival of action potentials, calcium flux
changes, merging of synaptic vesicles with junction membrane, release of
neurotransmitter from vesicles into the junction cleft, interaction with muscle membrane
receptors, pore changes and ion fluxes. An appreciation of the dynamic aspects of the
sequence is essential to an understanding of the varying levels of activity seen in muscle
ranging from a single twitch to a sustained contraction. A clear understanding of the
basic process is also essential before consideration of variation in activity at these
junctions associated with the effects of drugs, toxins and disease processes.
The Virtual Reality approach
There are many variants of Virtual Reality (VR) systems. A good overview is provided by
Barker in an earlier issue of ALT-J (Barker, 1993).
VR systems are less of a new technology than an integration of several existing
technologies, the chief of which are 3D computer graphics display and animation,
computer modelling and simulation, real-time systems and novel input and output device
technologies. When these technologies are combined fully, it is possible to produce
systems where the user can feel immersed within an authentic, albeit synthetic world and
where he or she can manipulate that world in a natural and familiar way. In such a
system, the user interface becomes transparent, and the user feels as though he/she is
inside the model data space. Rheingold (1991) provides a very readable and detailed
historical perspective of VR technologies.
Advantages of a VR approach
The underlying assumption of this project is that the construction and use of systems can
be guided by the VR ideal even though they may fall somewhat short of a fully immersive
system. Some of the reasons for such a stance are:
• The use of a 3D model and 3D viewing facilities allow more complex objects,
behaviours and relationships to be displayed and manipulated. This is important where
the relationships in the world being modelled are complex. The value of 3D
representations has been repeatedly shown in the field of Computer Aided Design
(CAD).
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ALT-J Volume 3 Number I
• VR systems go beyond traditional CAD modelling in the degree of realism provided.
Texture is added to the surface of object geometries to provide detail, and the use of
perspective and illumination/reflection modelling provides depth cues. This gives a
sense of authenticity so that the user can use intuitive notions of depth and space
derived from everyday life to understand the structures and relationships in the
conceptual world.
• VR provides simulation based on a stored model of the process under study so that the
parameters of this model can be changed. Understanding can be actively acquired by
experimentation, a method in keeping with current educational thinking.
• A key feature of virtual worlds is interactivity. It should be possible to interact with
synthetic worlds in the same way as we interact with real worlds. As a result,
interaction tasks are more natural, and the amount of training needed is reduced
(Balaguer & Gobbetti, 1993).
• Scientists are trained in the use of instruments and measuring devices as well as in the
specifics of the particular process or object under consideration. Typically, students
need to learn how to calibrate instruments, how to position measurement probes, and
how to use the options and switches on instrument panels. If learning how to use the
computer interface can be made identical to learning to use traditional instrument
interfaces, then existing knowledge of such interfaces which the student brings to the
interaction can be profitably used and reinforced.
A prototype virtual laboratory
A prototype virtual laboratory is currently at an early stage of development at MMU.
For development purposes, a VR development system - World Tool Kit for Windows -
provides a set of rendering tools and interaction controls which are called from C
programming language interface. The software runs on a PC but requires good floating-
point capabilities (DX2 or Pentium) processors. Since the intention is to use the system
with undergraduate students, it is important that it can be implemented on a desktop
system using relatively cheap interaction equipment.
Some areas of difficulty
The VR laboratory is clearly an ambitious project offering many potential problems and
challenges. While initial work has been promising, we are aware of a number of key
problem areas:
Animation
Desktop VR development environments are proving to be usable in a number of contexts.
However, animation is usually in the form of a walkthrough or flyby where the world
being navigated stays relatively static. The provision of worlds containing multiple
interacting objects is more problematic. Convincing animation requires attention to many
details concerning the way that objects move, and it is traditionally a time-consuming
programming activity.
¡5
Geoff Brindle et al. A virtual laboratory system for physiology teaching
Interaction
The design and development of virtual tools is an area requiring substantial design and
development effort. Researchers are only just beginning to explore the possibilities
(Balaguer & Gobetti, 1993).
Development lead times
It is clear that the provision of authoring tools is ultimately necessary if technologies like
VR are to have any impact on learning. The amount of work involved in producing
learning material is otherwise excessive and the need for specialist subject knowledge is a
limitation. It should be possible for lecturers in a particular specialism to produce
interactive simulations themselves easily, and within a reasonable timescale (Van Dam,
1992).
Conclusions
The virtual-world ideal, while perhaps not perfectly realizable given today's technology
and the need for desktop solutions, can nevertheless be used as a model to guide the
design of CAL tools. A range of VR development toolkits and authoring systems are
beginning to emerge, and these will be added to as more experience is gained. Already
these tools are being used in entertainment and in the design of products in industry. At
MMU we are developing tools aimed at the application of VR in specific educational
contexts, with the aim of providing software tools that can be used generally in the area of
conceptual visualization.
References
Balaguer, J.F. & Gobbetti, E. (1993), 'Virtuality Builder II: on the topic of 3D
interaction' in Thalmann, N.M. & Thalmann, D. (eds), Virtual Worlds and Multimedia,
Chichester, Wiley.
Barker, P. (1993), 'Virtual Reality: theoretical basis, practical applications', Association
for Learning Technology Journal, 1, 1, 15-25.
Dewhurst, D.G. & Williams, A. (1993), 'Frog skin: a computer simulation of experiments
performed on frog skin in vitro to investigate the epithelial transport of ions', ATLA, 21,
3, 350-8.
Kwan, T.K. (1993), A Multimedia Learning Environment for Dissection Skills in Biology,
M.Sc. dissertation, Sheffield University.
Rheingold, H. (1991), Virtual Reality, London, Secker & Warburg.
Van Dam, A. (1992), 'Electronic books and interactive illustrations' in Cunningham, S. &
Hubbold, R.J. (eds), Interactive Learning Through Visualisation, Berlin, Springer-Verlag.
56


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A virtual laboratory system for physiology teaching

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