Efficacy Study on Interactive Mixed Reality (IMR) Software with Sepsis Prevention Medical Education

Sankaran, Naveen; Nisar, Harris; Ji, Zhang; Formella, Kyle T.; Amos, Jennifer R.; Barker, Lisa; Vozenilek, John A.; LaValle, Steven M.; Kesavadas, Thenkurussi

doi:10.1109/vr.2019.8798089

Cited by 19 publications

(11 citation statements)

References 16 publications

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“…On the other hand, programmed instruction is very effective when it is used for the endowment of knowledge. For this reason, most of the studies categorized to programmed instruction (except one) have their target user as the students that will actually use that specific knowledge (e.g., medical students [57], [60], [92], and business ethics students [90]).…”

Section: Discussion -Programmed Instructionmentioning

confidence: 99%

“…An example of a pre-recorded sequential instruction is presented in Sankaran et al [60]. They used a 360-degree video recording session to enable the viewpoint of what it is like to experience the real clinical practices for sepsis prevention.…”

Section: Implementation -Programmed Instructionmentioning

confidence: 99%

“…• Face and content evaluation example: Sankaran et al [60] carried out face and content evaluation by using the system usability scale. Sankaran et al asked 28 novice students for a score that had a scale ranging from one (strongly disagree) to five (strongly agree).…”

Section: Evaluation -Programmed Instructionmentioning

confidence: 99%

“…Description and Study Display of educational content in relevant locations [56], [60], [86] Information [45], [54] [95] Presentation of ideal behavior [64], [66], [67], [84] [69], [78] Demonstration [61], [63], [88] [91] Expanding the flexibility of training content by adding information to physical objects [38], [39], [41], [46], [80] [68], [69], [70], [75] [92] Facilitation of the skill transfer through imitation of the actual [14], [42], [43], [44], [45] Task support by presenting relevant information [16], [36], [41], [47], [49], [50], [51], [53] Practice [86], [87] [83] Feedback on the performance, problems, and ways to improve [39] [59] [65] Real-time feedback for motion compensation [71], [72], [75], [76], [78], [82] [41] Real-time visualization of invisible current conditions Feedback [93] learning prin...…”

Section: Strategymentioning

confidence: 99%

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Systematic Review of Augmented Reality Training Systems

Butaslac

Fujimoto

Sawabe

et al. 2023

IEEE Trans. Visual. Comput. Graphics

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Recent augmented reality (AR) advancements have enabled the development of effective training systems, especially in the medical, rehabilitation, and industrial fields. However, it is unclear from the literature what the intrinsic value of AR to training is and how it differs across multiple application fields. In this work, we gathered and reviewed the prototypes and applications geared towards training the intended user's knowledge, skills, and abilities. Specifically, from IEEE Xplore plus other digital libraries, we collected 64 research papers present in high-impact publications about augmented reality training systems (ARTS). All 64 papers were then categorized according to the training method used, and each paper's evaluations were identified by validity. The summary of the results shows trends in the training methods and evaluations that incorporate ARTS in each field. The narrative synthesis illustrates the different implementations of AR for each of the training methods. In addition, examples of the different evaluation types of the current ARTS are described for each of the aforementioned training methods. We also investigated the different training strategies used by the prevailing ARTS. The insights gleaned from this review can suggest standards for designing ARTS regarding training strategy, and recommendations are provided for the implementation and evaluation of future ARTS.

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Section: Discussion -Programmed Instructionmentioning

confidence: 99%

Section: Implementation -Programmed Instructionmentioning

confidence: 99%

Section: Evaluation -Programmed Instructionmentioning

confidence: 99%

Section: Strategymentioning

confidence: 99%

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Systematic Review of Augmented Reality Training Systems

Butaslac

Fujimoto

Sawabe

et al. 2023

IEEE Trans. Visual. Comput. Graphics

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“…Research on the educational uses of 360 o videos, while not yet adequately systemized, seems to cover a rather wide and diverse set of learning domains and sciences. They are commonly used for delivering virtual tours to places of interest, museums, and archaeological sites (e.g., Argyriou et al, 2020;Skondras et al, 2019), as well as for presenting experiments and medical procedures (e.g., Ardisara & Fung, 2019;Sankaran et al, 2019). They have been also used for the teaching of subjects related to Ecology (e.g., Fokides & Kefalinou, 2020;Ritter et al, 2019), Physics (Wu et al, 2019), Physical Education (Kittel et al, 2020;Paraskevaidis & Fokides, 2020), Religion Education (Johnson, 2018), language learning (Berns et al, 2018;Xie et al, 2019), Public Health Education (Dawson et al, 2019), Safety Education (Pham et al, 2018), and for delivering virtual courses (Lee et al, 2017).…”

Section: O Videosmentioning

confidence: 99%

Lessons learned from a project examining the learning outcomes and experiences in 360o videos

Fokides

Atsikpasi

Arvaniti

2021

JESMA

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Advances in technologies associated with virtual reality provide interesting tools for e-learning. One such is 360° videos. Although their educational potential is supported by a number of researchers, there is limited empirical evidence backing such a claim, given that they have recently become popular. The study at hand presents the results of a project in which 360° videos were used by primary school students. Eighty-four students, aged ten to eleven, participated in the experiment. The results demonstrated that 360° videos helped them to acquire more knowledge compared to printed material. Then again, no statistically significant differences were noted when comparing 360° and regular videos. 360° videos provided a more immersive, motivational, and enjoyable learning experience. However, the low-cost HMDs used for viewing 360° videos and the applications in which they were embedded, were considered the least easy to use. Moreover, participants expressed the view that all tools fostered their learning. Overall, while the results give support to the hypothesis that 360o videos provide positive educational experiences, their actual impact on learning has to be further explored.

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The Benefits of Using Immersive Technologies at General School

Soroko¹,

Литвинова²

2022

Communications in Computer and Information Science

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Efficacy Study on Interactive Mixed Reality (IMR) Software with Sepsis Prevention Medical Education

Cited by 19 publications

References 16 publications

Systematic Review of Augmented Reality Training Systems

Systematic Review of Augmented Reality Training Systems

Lessons learned from a project examining the learning outcomes and experiences in 360o videos

The Benefits of Using Immersive Technologies at General School

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