A Natural and Immersive Virtual Interface for the Surgical Safety Checklist Training

Abstract

Serious games have been widely exploited in medicine training and rehabilitations. Although many medical simulators exist with the aim to train personal skills of medical operators, only few of them take into account cooperation between team members. After the introduction of the Surgical Safety Checklist by the World Health Organization (WHO), that has to be carried out by surgical team members, several studies have proved that the adoption of this procedure can remarkably reduce the risk of surgical crisis. In this paper we introduce a natural interface featuring an interactive virtual environment that aims to train medical professionals in following security procedures proposed by the WHO adopting a 'serious game' approach. The system presents a realistic and immersive 3D interface and allows multiple users to interact using vocal input and hand gestures. Natural interactions between users and the simulator are obtained exploiting the Microsoft Kinect TM sensor. The game can be seen as a role play game in which every trainee has to perform the correct steps of the checklist accordingly to his/her professional role in the medical team.

Meta-Analysis Assessing the Effects of Virtual Reality Training on Student Learning and Skills Development

“…Such opportunities can accelerate students' learning curve in a simulated environment, reproducing real-life conditions and situations without time or space limitations and much fewer risks than real environments. In addition, VR simulations offer the great advantage of providing students and teachers a standardized, reproducible environment for repeated and optimized training (Apostolellis, Bowman, & Chmiel, 2018;Cheung, Fong, Fong, & Wang, 2013;Ferracani, Pezzatini, & Del Bimbo, 2014;Huang, Rauch, & Liaw, 2010;Sharma, Agada, & Ruffin, 2013).…”

HoloBoard: a Large-format Immersive Teaching Board based on pseudo HoloGraphics

“…Nowadays, immersive displaying technologies are getting prominent in educational applications [4,23,27,42,84]. Virtual reality (VR) technology is entering mainstream consumer markets through products such as HTC Vive and Occulus Rift/Quest.…”

“…Virtual reality (VR) technology is entering mainstream consumer markets through products such as HTC Vive and Occulus Rift/Quest. Both educators and learners share positive attitudes towards using VR for educational objectives [56] and numerous studies have reported the benefits of VR in education, which include improving time-ontask [39], enjoyment [4,23], motivation [27,74], and long-term retention [71]. Researchers have found that immersive VR has an advantage over the desktop systems when the tasks involved "complex, 3D, and dynamic" content [56].…”

“…With rapid growing and diverse applications, emerging displaying and interaction technologies have seen potential to scale in classroom adoptions. Indeed, their role in education is attracting increasing attention and is continuously verified in various contexts, e.g., virtual experiment simulation [4,23,27], AR-based word learning [42,84]. However, traditional immersive hardware such as Head Mounted Displays (HMDs) are not entirely suitable for the promoting and applying AR/VR in lecture-based classroom environments.…”

La Realidad Virtual como mediadora de aprendizajes

“…La tecnología de RV, como mediadora para los procesos de enseñanza y aprendizaje, ha cobrado auge en las últimas décadas (Hauptman & Cohen, 2011;Shih & Yang, 2008) y se predice que los dispositivos de RV aumentarán su uso en un 85 por ciento durante 2020 (Ravipati, 2017). Como en la sección anterior se menciona, la primera implementación para un contexto de formación, se registró en 1966, en la forma de un simulador de vuelo diseñado con fines de entrenamiento para la fuerza aérea de los EE.UU (Pantelidis, 1991(Pantelidis, -2009 y desde entonces, se han demostrado resultados positivos de su aplicación en entornos educativos, que van desde el aumento del tiempo dedicado a atender la tarea (Huang, Rauch & Liaw, 2010;Johnson et al, 1998), el disfrute (Apostolellis & Bowman, 2014;Ferracani, Pezzatini & Del Bimbo, 2014), la motivación (Cheung et al, 2013;Sharma, Agada & Ruffin, 2013;Jacobson et al, 2005), el pensamiento crítico (Curcio, Dipace & Norlund, 2016), y también algunos/as autores/as refieren al aprendizaje significativo y durable debido a sus propiedades intrínsecas y al mecanismo cognitivo que puede promover esta tecnología (Chienwen et al, 2017;Huang et al, 2010;Rizzo et al, 2006). Otros/as autores/as dedicados al campo de la Educación reconocen el gran potencial de la RV en simuladores, juegos y entornos virtuales, estos últimos se han explotado durante la última década, ya que muchos/as profesores/as han sentido la necesidad de mejorar la experiencia de aprendizaje, para que los cursos, por ejemplo en línea, sean atractivos y proporcionen experiencias más inmersivas (Karaman & Ozen, 2016).…”