Volumetric Medical Data Visualization for Collaborative VR Environments

Fischer, Roland; Chang, Kai-Ching; Weller, René; Zachmann, Gabriel

doi:10.1007/978-3-030-62655-6_11

Cited by 9 publications

(2 citation statements)

References 25 publications

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“…Some display systems, such as CAVEs, can reduce the isolating aspects of HMDs by allowing multiple simultaneous viewers of the content (Cruz-Neira et al, 1993), but these display systems are also less portable. A possible best-case scenario would adopt a multiuser, networked virtual environment where content is viewed collaboratively via multiple HMDs, such as in Fischer et al (2020). Still, we believe VR should supplement and support conventional classroom teaching techniques, rather than replace them (Mantovani et al, 2003; Markowitz et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

The UW Virtual Brain Project: An immersive approach to teaching functional neuroanatomy.

Schloss¹,

Schoenlein²,

Tredinnick³

et al. 2021

Translational Issues in Psychological Science

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Learning functional neuroanatomy requires forming mental representations of 3D structure, but forming such representations from 2D textbook diagrams can be challenging. We address this challenge in the UW Virtual Brain Project by developing 3D narrated diagrams, which are interactive, guided tours through 3D models of perceptual systems. Lessons can be experienced in virtual realty (VR) or on a personal computer monitor (PC). We predicted participants would learn from lessons presented on both VR and PC devices (comparing pre-test/post-test scores), but that VR would be more effective for achieving both content-based learning outcomes (i.e test performance) and experience-based learning outcomes (i.e., reported enjoyment and ease of use). All participants received lessons about the visual system and auditory system, one in VR and one on a PC (order counterbalanced). We assessed content learning using a drawing/labeling task on paper (2D drawing) in Experiment 1 and a Looking Glass autostereoscopic display (3D drawing) in Experiment 2. In both experiments, we found that the UW Virtual Brain Project lessons were effective for teaching functional neuroanatomy, with no difference between devices. However, participants reported VR was more enjoyable and easier to use. We also evaluated the VR lessons in our Classroom Implementation during an undergraduate course on perception. Students reported that the VR lessons helped them make progress on course learning outcomes, especially for learning system pathways. They suggested lessons could be improved by adding more examples and providing more time to explore in VR.Public Significance Statement. We designed and evaluated interactive 3D narrated diagrams to teach functional neuroanatomy. These lessons can be experienced on desktop PCs and in virtual reality (VR), and are helpful for teaching undergraduates about structure and function of perceptual systems in the human brain.

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Section: Discussionmentioning

confidence: 99%

The UW Virtual Brain Project: An immersive approach to teaching functional neuroanatomy.

Schloss¹,

Schoenlein²,

Tredinnick³

et al. 2021

Translational Issues in Psychological Science

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“…Collaborative systems can be organized by when users collaborate: if they collaborate at different times, the collaboration is asynchronous [18,19]; otherwise, it is synchronous [20]. About the second type of collaboration, there are several applications that use VR for teleconferencing [21], medical data visualization [22], surgical planning [23], training in global engineering collaboration [24], and so on.…”

Section: Introductionmentioning

confidence: 99%

VICO-DR: A Collaborative Virtual Dressing Room for Image Consulting

Manfredi

Gilio

Baldi³

et al. 2023

J. Imaging

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In recent years, extended reality has increasingly been used to enhance the shopping experience for customers. In particular, some virtual dressing room applications have begun to develop, as they allow customers to try on digital clothes and see how they fit. However, recent studies found that the presence of an AI or a real shopping assistant could improve the virtual dressing room experience. In response to this, we have developed a collaborative synchronous virtual dressing room for image consulting that allows customers to try on realistic digital garments chosen by a remotely connected human image consultant. The application has different features for the image consultant and the customer. The image consultant can connect to the application, define a database of garments, select different outfits with different sizes for the customer to try, and communicate with the customer through a single RGB camera system. The customer-side application can visualize the description of the outfit that the avatar is wearing, as well as the virtual shopping cart. The main purpose of the application is to offer an immersive experience, ensured by the presence of a realistic environment, an avatar that resembles the customer, a real-time physically-based cloth simulation algorithm, and a video-chat system.

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