Communication Cost of Single-user Gesturing Tool in Laparoscopic Surgical Training

Feng, Yuanyuan; Li, Katie; Semsar, Azin; McGowan, Hannah; Mun, Jacqueline; Zahiri, H. Reza; George, Ivan; Park, Adrian; Kleinsmith, Andrea; Mentis, Helena M.

doi:10.1145/3290605.3300841

Cited by 9 publications

(17 citation statements)

References 43 publications

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“…The importance of a combination of verbal and pointing instructions, also, was a finding of early studies of embodied references in workplace interactions within which verbal and pointing instruction, hand in hand, provide the context to interpret the deictic instructions [24,32]. In still other work, a system that only provides a remote-worker with a pointing tool was found to impair the balance of communication structure, as the local worker passively follows the pointer without contributing his or her own input [11]. All these studies refer to missing functionalities, which represent some technical issues with the telepointing technologies.…”

Section: Tele-pointingmentioning

confidence: 99%

“…In remote groupwork settings, they are typically implemented as a tool for the remote person, replacing his/her traditional cursor with a pointer that replicates the person's interactive hand movements [10]. Telepointers use in remote collaboration rose in the early 1990s by introducing systems such as Agora [34], Commune [5], GestureCam [33], MMM [4], and DOVE [45], and it is still a focus of research in the community [1,11,27]. They were created to enhance the effectiveness of distributed collaboration through explicit visual feedback.…”

Section: Tele-pointingmentioning

confidence: 99%

“…There has been much work in human-computer interaction and computer supported cooperative work to create tools that support effective distributed work practices [7,11,18,50]. One example of such tools are telepointer technologies -remote pointing and annotation tools.…”

Section: Introductionmentioning

confidence: 99%

“…The other assumed challenge of telepointing technologies is the less active exploration from trainees because of overly specific commands from trainers [52]. The fact that telepointer tools are mostly deployed as a single user input gesture tool [11] where typically only the remote trainer can point is another source of problems. It is argued that such tools cause the trainees to passively accept the information provided to them instead of actively acquiring the knowledge [11].…”

Section: Introductionmentioning

confidence: 99%

“…The fact that telepointer tools are mostly deployed as a single user input gesture tool [11] where typically only the remote trainer can point is another source of problems. It is argued that such tools cause the trainees to passively accept the information provided to them instead of actively acquiring the knowledge [11].…”

Section: Introductionmentioning

confidence: 99%

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How Trainees Use the Information from Telepointers in Remote Instruction

Semsar

McGowan

Feng

et al. 2019

Proc. ACM Hum.-Comput. Interact.

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Researchers have shown both performance drawbacks and benefits of using telepointers or similar display overlay-technologies in remote instruction; however, there is not a clear understanding of why there are these performance effects. This poses a challenge in knowing how and when to successfully use or design telepointing technologies in remote instruction. A better understanding is needed with the rise of remote workers in a wide array of industries from oil rig repair to surgery, and the proliferation of heads-up displays or telecommunications devices to support these future work practices. In this study, we explore how the information conveyed through a telepointer is taken up and acted upon by surgical trainees in a laparoscopic surgical telementoring setting. We collected audio and video data of 12 surgical trainees who performed standard laparoscopic surgical tasks on a physical model under the guidance of a surgical trainer. We investigated both action and talk to determine how the telepointer-based information was used. Our findings reveal three main challenges in using the instructional information conveyed through the telepointer including the trainees' tendency of attending to the telepointer instruction as the primary source of information. We argue that the found challenges are socio-technical in nature and require a redesign of the mentoring context as well as the technological tools.CCS Concepts: Human-centered computing → Collaborative and social computing → Empirical studies in collaborative and social computing

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Section: Tele-pointingmentioning

confidence: 99%