Virtual reality, robot, and object touch: Blended reality sensorimotor training experience

2011 ◽  
Author(s):  
K.G. August ◽  
M. Guidali ◽  
M. Sellathurai ◽  
M-C. Hepp-Reymond ◽  
S.V. Adamovich ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Sensorimotor Training ◽  
Training Experience

scholarly journals CAN VIRTUAL REALITY BE AS GOOD AS OPERATING ROOM TRAINING? EXPERIENCE FROM A RESIDENCY PROGRAM IN GENERAL SURGERY

2018 ◽  
Vol 31 (4) ◽  
Author(s):  
Bruno Della Mea GASPERIN ◽  
Thamyres ZANIRATI ◽  
Leandro Totti Cavazzola
Keyword(s):  
Virtual Reality ◽  
Operating Room ◽  
General Surgery ◽  
Training Experience ◽  
Total Procedure Time ◽  
Significant Difference ◽  
Hands On ◽  
Second Year ◽  
Practice Time

ABSTRACT Background: The increasingly intense usage of technology applied to videosurgery and the advent of robotic platforms accelerated the use of virtual models in training surgical skills. Aim: To evaluate the performance of a general surgery department’s residents in a video-simulated laparoscopic cholecystectomy in order to understand whether training with virtual reality is sufficient to provide the skills that are normally acquired in hands-on experience at the operating room. Methods: An observational study with twenty-five first- and second-year general surgery residents. Each subject performed three video-laparoscopic cholecystectomies under supervision in a simulator. Only the best performance was evaluated in the study. Total number of complications and total procedure time were evaluated independently. The groups were defined according to total practice time (G1 and G2) and the year of residency (R1 and R2), each being analysed separately. Results: Twenty-one residents finished the three practices, with four follow-up losses. Mean practice time was 33.5 hours. Lowering of the rate of lesions in important structures could be identified after a level of proficiency of 60%, which all participants obtained regardless of previous in vivo experience. No significant difference between the R1 and R2 groups was observed. Conclusion: Learning in groups R1 and R2 was equal, regardless of whether previous practice was predominantly in vivo (R2) or with virtual reality (R1). Therefore, it is possible to consider that skills obtained in virtual reality training are capable of equalising the proficiency of first- and second-year residents, being invaluable to increase patient safety and homogenise learning of basic surgical procedures.

Sensorimotor Training in a Virtual Reality Environment: Does It Improve Functional Recovery Poststroke?

2006 ◽  
Vol 20 (2) ◽  
pp. 252-267 ◽  
Author(s):  
Alma S. Merians ◽  
Howard Poizner ◽  
Rares Boian ◽  
Grigore Burdea ◽  
Sergei Adamovich
Keyword(s):  
Virtual Reality ◽  
Functional Recovery ◽  
Sensorimotor Training ◽  
Virtual Reality Environment

scholarly journals Design and Development of a Virtual Reality-Based Mobility Training Game for People With Parkinson's Disease

2021 ◽  
Vol 11 ◽  
Author(s):  
James M. Finley ◽  
Marientina Gotsis ◽  
Vangelis Lympouridis ◽  
Shreya Jain ◽  
Aram Kim ◽  
...  
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Virtual Reality ◽  
Physical Therapists ◽  
Physical Therapist ◽  
Training System ◽  
Training Experience ◽  
Sense Of Presence ◽  
System Usability Scale ◽  
System Usability

People with Parkinson's disease (PD) commonly have gait impairments that reduce their ability to walk safely in the community. These impairments are characterized, in part, by a compromised ability to turn and negotiate both predictable and unpredictable environments. Here, we describe the development and usability assessment of a virtual reality training application, Wordplay VR, that allows people with PD to practice skills such as turning, obstacle avoidance, and problem-solving during over-ground walking in a game-based setting. Nine people with PD completed three sessions with Wordplay VR, and each session was directed by their personal physical therapist. Our outcome measures included perceived sense of presence measured using the International Test Commission–Sense of Presence Inventory (ITC-SOPI), levels of motivation using the Intrinsic Motivation Inventory (IMI), overall system usability using the System Usability Scale (SUS), and setup time by the physical therapists. Both the people with PD and the physical therapists rated their sense of presence in the training system positively. The system received high ratings on the interest and value subscales of the IMI, and the system was also rated highly on usability, from the perspective of both the patient during gameplay and the therapist while controlling the experience. These preliminary results suggest that the application and task design yielded an experience that was motivating and user-friendly for both groups. Lastly, with repeated practice over multiple sessions, therapists were able to reduce the time required to help their patients don the headset and sensors and begin the training experience.

scholarly journals Analysis on the Application Prospect of Virtual Reality Technology and Material in Physical Education

CONVERTER ◽  
2021 ◽  
pp. 735-741
Author(s):  
Qingyu Wang, Wei Meng
Keyword(s):  
Virtual Reality ◽  
Physical Education ◽  
Sample Survey ◽  
Survey Method ◽  
Technology Study ◽  
Training Experience ◽  
School Sports ◽  
Technology In Teaching ◽  
Questionnaire Surveys ◽  
Growth Of Science

With the update and growth of science and technology, educational concepts continue to innovate. In the sports field, the use of Virtual Reality (VR) technology is undoubtedly a brand new training experience. The use of VR technology in the physical education (PE) classroom has promoted the growth of PE and also allowed students to master physical skills more comprehensively through high technology. The purpose of this article is to understand VR technology, study the mterial of VR, improve the shortcomings of traditional PE through VR technology, and analyze the application prospects of VR technology in PE. This article mainly adopts the interview method, sample survey method and case analysis method to sample a survey of 120 students in three grades of a middle school to conduct questionnaire surveys and field visits to understand the students’ knowledge of VR technology and the use of VR technology. We also can know the views of the PE for students. Through this series of investigations, the prospects of VR technology being applied to PE are analyzed. Experimental research results show that the most supported PE activity for VR technology at this stage is situational setting, and 35% of students hope that VR technology will be prominent in the context of the picture. The application of VR technology in physical education will undoubtedly bring a different experience to school sports activities. However, due to the lack of funds and professionals, it is difficult to carry out VR technology in teaching activities. So we can start from the context setting and use economical means to pave the way for physical education.

scholarly journals Believing Is Seeing: A Proof-of-Concept Semiexperimental Study on Using Mobile Virtual Reality to Boost the Effects of Interpretation Bias Modification for Anxiety

10.2196/11517 ◽  
2019 ◽  
Vol 6 (2) ◽  
pp. e11517 ◽  
Author(s):  
Boris Otkhmezuri ◽  
Marilisa Boffo ◽  
Panote Siriaraya ◽  
Maria Matsangidou ◽  
Reinout W Wiers ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Cognitive Bias ◽  
State Anxiety ◽  
Emotional Reactivity ◽  
Cognitive Bias Modification ◽  
Interpretation Bias ◽  
Proof Of Concept ◽  
Training Experience ◽  
Computerized Intervention ◽  
Bias Modification

Background Cognitive Bias Modification of Interpretations (CBM-I) is a computerized intervention designed to change negatively biased interpretations of ambiguous information, which underlie and reinforce anxiety. The repetitive and monotonous features of CBM-I can negatively impact training adherence and learning processes. Objective This proof-of-concept study aimed to examine whether performing a CBM-I training using mobile virtual reality technology (virtual reality Cognitive Bias Modification of Interpretations [VR-CBM-I]) improves training experience and effectiveness. Methods A total of 42 students high in trait anxiety completed 1 session of either VR-CBM-I or standard CBM-I training for performance anxiety. Participants’ feelings of immersion and presence, emotional reactivity to a stressor, and changes in interpretation bias and state anxiety, were assessed. Results The VR-CBM-I resulted in greater feelings of presence (P<.001, d=1.47) and immersion (P<.001, ηp2=0.74) in the training scenarios and outperformed the standard training in effects on state anxiety (P<.001, ηp2=0.3) and emotional reactivity to a stressor (P=.03, ηp2=0.12). Both training varieties successfully increased the endorsement of positive interpretations (P<.001, drepeated measures [drm]=0.79) and decreased negative ones. (P<.001, drm=0.72). In addition, changes in the emotional outcomes were correlated with greater feelings of immersion and presence. Conclusions This study provided first evidence that (1) the putative working principles underlying CBM-I trainings can be translated into a virtual environment and (2) virtual reality holds promise as a tool to boost the effects of CMB-I training for highly anxious individuals while increasing users’ experience with the training application.

scholarly journals Procedural virtual reality simulation training for robotic surgery: a randomised controlled trial

2021 ◽  
Author(s):  
Nicholas Raison ◽  
Patrick Harrison ◽  
Takashige Abe ◽  
Abdullatif Aydin ◽  
Kamran Ahmed ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Controlled Trial ◽  
Skills Training ◽  
Training Programme ◽  
Learning Curves ◽  
Robotic Training ◽  
Training Experience ◽  
Technological Advances ◽  
Fresh Frozen ◽  
Vr Training

Abstract Background Virtual reality (VR) training is widely used for surgical training, supported by comprehensive, high-quality validation. Technological advances have enabled the development of procedural-based VR training. This study assesses the effectiveness of procedural VR compared to basic skills VR in minimally invasive surgery. Methods 26 novice participants were randomised to either procedural VR (n = 13) or basic VR simulation (n = 13). Both cohorts completed a structured training programme. Simulator metric data were used to plot learning curves. All participants then performed parts of a robotic radical prostatectomy (RARP) on a fresh frozen cadaver. Performances were compared against a cohort of 9 control participants without any training experience. Performances were video recorded and assessed blindly using GEARS post hoc. Results Learning curve analysis demonstrated improvements in technical skill for both training modalities although procedural training was associated with greater training effects. Any VR training resulted in significantly higher GEARS scores than no training (GEARS score 11.3 ± 0.58 vs. 8.8 ± 2.9, p = 0.002). Procedural VR training was found to be more effective than both basic VR training and no training (GEARS 11.9 ± 2.9 vs. 10.7 ± 2.8 vs. 8.8 ± 1.4, respectively, p = 0.03). Conclusions This trial has shown that a structured programme of procedural VR simulation is effective for robotic training with technical skills successfully transferred to a clinical task in cadavers. Further work to evaluate the role of procedural-based VR for more advanced surgical skills training is required.

Feedback, Affordances, and Accelerators for Training Sports in Virtual Environments

2011 ◽  
Vol 20 (1) ◽  
pp. 33-46 ◽  
Author(s):  
Emanuele Ruffaldi ◽  
Benoît Bardy ◽  
Daniel Gopher ◽  
Massimo Bergamasco
Keyword(s):  
Virtual Environments ◽  
Virtual World ◽  
Information Exchange ◽  
Virtual Reality Training ◽  
Sensorimotor Training ◽  
Training Experience ◽  
Multimodal Feedback ◽  
Delivery Modes ◽  
Special Concern ◽  
Successful Transfer

The use of virtual environments (VE) for training sports is quite natural when considering strategic or cognitive aspects. Using VE for sensorimotor training is more challenging, in particular with the difficulty of transferring the task learned in the virtual world to the real. Of special concern for the successful transfer is the adequate combination of training experience protocols and the delivery modes of multimodal feedback. Analyzing feedback in terms of information exchange, this work discusses different feedback combinations and their application to virtual reality training of rowing skills.

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