scholarly journals Augmented Reality to Improve Surgical Simulation: Lessons Learned Towards the Design of a Hybrid Laparoscopic Simulator for Cholecystectomy

2019 ◽  
Vol 66 (7) ◽  
pp. 2091-2104 ◽  
Author(s):  
Rosanna M. Viglialoro ◽  
Nicola Esposito ◽  
Sara Condino ◽  
Fabrizio Cutolo ◽  
Simone Guadagni ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Surgical Simulation ◽  
Lessons Learned ◽  
Laparoscopic Simulator

INCORPORATING TECHNOLOGY INTO K-12 OUTREACH: LESSONS LEARNED FROM AN AUGMENTED REALITY SANDBOX

2016 ◽  
Author(s):  
Peter J. Voice ◽  
◽  
Thomas Howe ◽  
Heather L. Petcovic
Keyword(s):  
Augmented Reality ◽  
Lessons Learned ◽  
K 12

Lessons Learned about Designing Augmented Realities

2011 ◽  
pp. 1-15 ◽  
Author(s):  
Patrick O’Shea ◽  
Rebecca Mitchell ◽  
Catherine Johnston ◽  
Chris Dede
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Augmented Reality ◽  
Literacy Skills ◽  
Lessons Learned ◽  
School Students ◽  
Initial Development ◽  
Design Heuristics ◽  
Handheld Computing ◽  
The Impact

Utilizing GPS-enabled handheld computing units, we have developed and studied Augmented Reality (AR) curricula to help middle-school students learn literacy and math. In AR, students move around an outdoor physical environment, interacting with virtual characters and artifacts on their handheld computer. These “invisible” objects and characters provide clues to help solve a mystery, guiding the students through a process of inquiry and evidence-building. The first AR curriculum we developed, Alien Contact!, is based on a scenario where aliens have crash landed near the students’ middle school. Students, working in teams, learn math and literacy skills in the course of determining why the aliens have come to earth. This study describes the design heuristics used during the initial development and deployment of Alien Contact!, the results of two formative evaluations of this curriculum, and the impact these findings have had on revising our design heuristics for a subsequent AR curriculum about beached whales, called Gray Anatomy.

Augmented reality visualization of deformable tubular structures for surgical simulation

2015 ◽  
Vol 12 (2) ◽  
pp. 231-240 ◽  
Author(s):  
Vincenzo Ferrari ◽  
Rosanna Maria Viglialoro ◽  
Paola Nicoli ◽  
Fabrizio Cutolo ◽  
Sara Condino ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Surgical Simulation ◽  
Tubular Structures

scholarly journals Augmented Reality Farm MAPPER Development: Lessons Learned from an App Designed to Improve Rural Emergency Response

2018 ◽  
Vol 23 (3) ◽  
pp. 284-296 ◽  
Author(s):  
Bryan Weichelt ◽  
Aaron Yoder ◽  
Casper Bendixsen ◽  
Matthew Pilz ◽  
Gerald Minor ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Emergency Response ◽  
Lessons Learned

scholarly journals Learning Anatomy with Augmented Reality

2019 ◽  
Vol 12 (20) ◽  
Author(s):  
Cita Nørgård ◽  
Lotte Dyhrberg O’Neill ◽  
John Chemnitz ◽  
Gunver Majgaard
Keyword(s):  
Augmented Reality ◽  
Vascular System ◽  
Learning Experience ◽  
Corrective Feedback ◽  
Three Dimensional ◽  
Ct Images ◽  
Lessons Learned ◽  
The Body ◽  
Traditional Teaching ◽  
App Design

An Augmented Reality (AR) application was developed to help students at SDU to learn the anatomy of the human body (mediastinum). This research project intended to evaluate whether AR strengthened the students’ self-efficacy and motivation, improved learning, and provided a good learning experience. This study focusses on how AR can help students to translate two-dimensional into three-dimensional understanding and evaluates formats of the app (the use of quizzes) together with the didactic design of the teaching sessions with AR. The objectives were to examine A. the effectiveness of using AR on student’s short, long term, and transfer learning outcome compared with traditional teaching, B. the effect of quizzes, and C. app design in relation to didactic design. In the AR world students saw a standardized hologram body combined with selected images from a computed tomography (CT) scan. The CT images were presented at the proper spatial positions in a hologram body. The user could select which structures to be shown at the body (e.g. skin, the vascular system, etc.). They could approach the body, circumvent it, study structures in details and compare the concurrent presentation with the different CT images. During class one group received traditional teaching and two groups studied CT scans in Augmented Reality. One AR-group complemented the AR app with quiz questions and received corrective feedback. The other AR group did not use quiz questions but studied content on their own hand. A teacher was present and ready to help students in all groups. The aim of this paper is to share lessons learned from this intervention and suggest solutions for app design and learning design to facilitate deeper learning processes and scaffold learners’ needs with AR as a learning resource.

scholarly journals Using Design of Location-Based Augmented Reality Experiences to Engage Art-Oriented Girls in Technology and Science

2021 ◽  
Vol 6 ◽  
Author(s):  
Cathlyn Davis Stylinski ◽  
Amy Kamarainen ◽  
Martin Storksdieck ◽  
David Gagnon ◽  
Ruth Kermish-Allen ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Interpersonal Communication ◽  
Youth Development ◽  
Interdisciplinary Approach ◽  
Lessons Learned ◽  
Small Community ◽  
Community Art ◽  
Art Educators ◽  
Art And Design ◽  
Walking Tours

Taking part in creating location-based augmented reality (LBAR) experiences that focus on communication, art and design could serve as an entry point for art-oriented girls and young women towards career pathways in computer science and information communication technology. This conceptual paper presents our theory-based approach and subsequent application, as well as lessons learned informed by team discussions and reflections. We built an LBAR program entitled AR Girls on four foundational principles: stealth science (embedding science in familiar appealing experiences), place-based education (situating learning in one’s own community), non-hierarchical design (collaborations where both adults and youth generate content), and learning through design (engaging in design, not just play). To translate these principles into practice, we centered the program around the theme of art by forming partnerships with small community art organizations and positioning LBAR as an art-based communication medium. We found that LBAR lends itself to an interdisciplinary approach that blends technology, art, science and communication. We believe our approach helped girls make connections to their existing interests and build soft skills such as leadership and interpersonal communication as they designed local environmentally-focused LBAR walking tours. Our “use-modify-create” approach provided first-hand experiences with the AR software early on, and thus supported the girls and their art educators in designing and showcasing their walking tours. Unfortunately, the four foundational principles introduced considerable complexity to AR Girls, which impacted recruitment and retention, and at times overwhelmed the art educators who co-led the program. To position AR Girls for long-term success, we simplified the program approach and implementation, including switching to a more user-friendly AR software; reducing logistical challenges of location-based design and play; narrowing the topic addressed by the girls design; and making the involvement of community partners optional. Overall, our initial work was instrumental in understanding how to translate theoretical considerations for learning in out-of-school settings into an LBAR program aimed at achieving multiple complementary outcomes for participating girls. Ultimately, we achieved better scalability by simplifying AR Girls both conceptually and practically. The lessons learned from AR Girls can inform others using LBAR for education and youth development programming.

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