Web-Based 3D and Haptic Interactive Environments for e-Learning, Simulation, and Training

Hamza-Lup, Felix G.; Sopin, Ivan

doi:10.1007/978-3-642-01344-7_26

Cited by 8 publications

(5 citation statements)

References 7 publications

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“…Notwithstanding the importance of the explicit approach, MYP teachers and students alike report that the IB's integration of explicit instruction within a connected learning framework fosters critical thinking (McGrane et al., 2022). This was frequently attributed to the emphasis on interdisciplinary learning and the establishment of cross‐curricular connections (Hamza‐Lup & Sopin, 2008; Kaklanis et al., 2015; McGrane et al., 2022). For example, students from England, Norway and Australia identified that explicit instruction within a connected framework permitted them to transfer their learning of important practices from key units such as Individuals and Societies (INS), including source analysis, to enable more critical analysis and synthesis across other subject areas (McGrane et al., 2022).…”

Section: Discussionmentioning

confidence: 99%

A multi‐country comparison of lower secondary students' critical thinking under the International Baccalaureate and national curricula

Johnston,

McGrane,

Vendrell‐Morancho

et al. 2023

Review of Education

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Critical thinking is an essential skill for life‐long learning, and, given its increasing importance as a graduate attribute, it is vital to evaluate how educational systems can best improve students' critical thinking through their curricula and classroom practices. This study evaluates the differences in the critical thinking skills of students in the International Baccalaureate (IB) Middle Years Programme (MYP), which explicitly emphasises critical thinking development in its curriculum and has been shown to facilitate classroom strategies to develop critical thinking, versus students enrolled in the national curricula in Australia, England and Norway. The study comprised 870 students across the MYP (n = 386) and non‐MYP (n = 484) curricula in Grades 9 and 10 across 21 schools. Data were remotely collected on their critical thinking skills, and several other relevant cognitive, non‐cognitive and background characteristics. A propensity score matching approach was used to match the MYP and non‐MYP groups on these characteristics and their critical thinking skills were compared using weighted regression. Findings showed that, overall, MYP students possessed higher levels of critical thinking skills than their non‐MYP peers with a moderate effect size (β = 0.38). This advantage also held at both grade levels and across Australian and English students, with no difference for Norwegian students. Thus, the MYP appears to be a promising exemplar for enhancing critical thinking among secondary‐aged students, although context needs to be considered. Based on these findings, recommendations of specific instructional strategies are offered, as well as future research to inform criticalthinking pedagogy.

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Section: Discussionmentioning

confidence: 99%

A multi‐country comparison of lower secondary students' critical thinking under the International Baccalaureate and national curricula

Johnston,

McGrane,

Vendrell‐Morancho

et al. 2023

Review of Education

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“…Hamza-Lup produced a haptic rendering simulator for different types of liver, healthy, cirrhotic, and cystic, that could be used to train novice physicians on palpation to check the texture of the liver. 104 The simulator uses RGB colour maps to improve H3D to produce visual and haptic cues to simulate liver stiffness and its deformation.…”

Section: D Modelling Algorithmsmentioning

confidence: 99%

A comprehensive review of haptic feedback in minimally invasive robotic liver surgery: Advancements and challenges

Selim,

Dresscher,

Abayazid

2023

Robotics Computer Surgery

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BackgroundLiver medical procedures are considered one of the most challenging because of the liver's complex geometry, heterogeneity, mechanical properties, and movement due to respiration. Haptic features integrated into needle insertion systems and other medical devices could support physicians but are uncommon. Additional training time and safety concerns make it difficult to implement in robot‐assisted surgery. The main challenges of any haptic device in a teleoperated system are the stability and transparency levels required to develop a safe and efficient system that suits the physician's needs.PurposeThe objective of the review article is to investigate whether haptic‐based teleoperation potentially improves the efficiency and safety of liver needle insertion procedures compared with insertion without haptic feedback. In addition, it looks into haptic technology that can be integrated into simulators to train novice physicians in liver procedures.MethodsThis review presents the physician's needs during liver interventions and the consequent requirements of haptic features to help the physician. This paper provides an overview of the different aspects of a teleoperation system in various applications, especially in the medical field. It finally presents the state‐of‐the‐art haptic technology in robot‐assisted procedures for the liver. This includes 3D virtual models of the liver and force measurement techniques used in haptic rendering to estimate the real‐time position of the surgical instrument relative to the liver.ResultsHaptic feedback technology can be used to navigate the surgical tool through the desired trajectory to reach the target accurately and avoid critical regions. It also helps distinguish between various textures of liver tissue.ConclusionHaptic feedback can complement the physician's experience to compensate for the lack of real‐time imaging during Computed Tomography guided (CT‐guided) liver procedures. Consequently, it helps the physician mitigate the destruction of healthy tissues and takes less time to reach the target.

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“…There are several examples in the literature about the design, implementation, and evaluation of the impact of using visuo-haptic environments with educational purposes, such as frictional forces [21][22][23], the Coriolis effect [8], precession [23], fluids concepts [7], chemical bonding [24], and electric forces [6,25,26]. These studies suggest that embodied learning significantly contributes to a better understanding of abstract concepts dealing with forces.…”

Section: Related Workmentioning

confidence: 99%

“…From a search in the related literature, we failed to identify a paper explicitly dealing with the definition of such a methodology. Instead, authors usually start by identifying a possible physics situation related to a given physics curricula for undergrad engineering students and then-according to the available haptic devices, school environment and student populations-identify a programming language and engine to design the visuohaptic simulator, implement its use, and administer an assessment tool to measure the impact of the use of the haptic simulators in the learning process (e.g., [7,8,21,25,29,31]). There has not been a general methodological scheme to approach this problem.…”

Section: Related Workmentioning

confidence: 99%

“…Embodied cognition theory is based on the paradigm of adding senses, enhancing the learning experience, and enabling the student to acquire knowledge at a more profound and longer-term level [4][5][6]. Haptic feedback (from the Greek haptesthai, meaning "contact" or "touch"), incorporates the tactile sense in a virtual world, which is the most sophisticated of all our senses, allowing the users to perceive different sensations such as pressure, texture, hardness, weight, and the form of virtual objects in a visuo-haptic simulator [7]. In this sense, the use of visuo-haptic environments, in which haptic technology is combined with virtual learning environments (e.g., [6]), allows the student's brain to receive stimuli from different channels, thus enhancing a better acquisition of concepts during the learning process [8], and promoting the development of critical competencies that will prepare them to more efficiently respond in future scenarios.…”

Section: Introductionmentioning

confidence: 99%

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VIS-HAPT: A Methodology Proposal to Develop Visuo-Haptic Environments in Education 4.0

et al. 2021

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Education 4.0 demands a flexible combination of digital literacy, critical thinking, and problem-solving in educational settings linked to real-world scenarios. Haptic technology incorporates the sense of touch into a visual simulator to enrich the user’s sensory experience, thus supporting a meaningful learning process. After developing several visuo-haptic simulators, our team identified serious difficulties and important challenges to achieve successful learning environments within the framework of Education 4.0. This paper presents the VIS-HAPT methodology for developing realistic visuo-haptic scenarios to promote the learning of science and physics concepts for engineering students. This methodology consists of four stages that integrate different aspects and processes leading to meaningful learning experiences for students. The different processes that must be carried out through the different stages, the difficulties to overcome and recommendations on how to face them are all described herein. The results are encouraging since a significant decrease (of approximately 40%) in the development and implementation times was obtained as compared with previous efforts. The quality of the visuo-haptic environments was also enhanced. Student perceptions of the benefits of using visuo-haptic simulators to enhance their understanding of physics concepts also improved after using the proposed methodology. The incorporation of haptic technologies in higher education settings will certainly foster better student performance in subsequent real environments related to Industry 4.0

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Web-Based 3D and Haptic Interactive Environments for e-Learning, Simulation, and Training

Cited by 8 publications

References 7 publications

A multi‐country comparison of lower secondary students' critical thinking under the International Baccalaureate and national curricula

A multi‐country comparison of lower secondary students' critical thinking under the International Baccalaureate and national curricula

A comprehensive review of haptic feedback in minimally invasive robotic liver surgery: Advancements and challenges

VIS-HAPT: A Methodology Proposal to Develop Visuo-Haptic Environments in Education 4.0

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