Psychophysical influence of mixed-reality visual stimulation on sense of hardness

2011 ◽  
Author(s):  
Yuichi Hirano ◽  
Asako Kimura ◽  
Fumihisa Shibata ◽  
Hideyuki Tamura
Keyword(s):  
Mixed Reality ◽  
Visual Stimulation

scholarly journals Psychophysical Influence of Mixed-Reality Visual Stimulation on Sense of Center-of-Gravity

i-Perception ◽  
10.1068/ic860 ◽  
2011 ◽  
Vol 2 (8) ◽  
pp. 860-860
Author(s):  
Hiroki Omosako ◽  
Asako Kimura ◽  
Fumihisa Shibata ◽  
Hideyuki Tamura
Keyword(s):  
Mixed Reality ◽  
Visual Stimulation ◽  
Center Of Gravity

Psychophysical Influence on Tactual Impression by Mixed-Reality Visual Stimulation

2008 ◽  
Author(s):  
Akiko Iesaki ◽  
Akihiro Somada ◽  
Asako Kimura ◽  
Fumihisa Shibata ◽  
Hideyuki Tamura
Keyword(s):  
Mixed Reality ◽  
Visual Stimulation

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

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