Augmented Reality Group Research Articles

Effects of Augmented Reality on Thoracolumbar Pedicle Screw Instrumentation Across Different Levels of Surgical Experience

Augmented reality (AR) is an emerging technology that may accelerate skill acquisition and improve accuracy of thoracolumbar pedicle screw placements. We aimed to quantify the relative assistance of AR compared with freehand (FH) pedicle screw accuracy across different surgical experience levels. A spine fellowship-trained and board-certified attending neurosurgeon, postgraduate year 4 neurosurgery resident, and second-year medical student placed 32 FH and 32 AR-assisted thoracolumbar pedicle screws in 3 cadavers. A cableless, voice-activated AR system was paired with a headset. Accuracy was assessed using χ2 analysis and the Gertzbein-Robbins scale. Angular error, distance error, and time per pedicle screw were collected and compared. The attending neurosurgeon had 91.6% (11/12) clinically acceptable (Gertzbein-Robbins scale A or B) insertion in both FH and AR groups; the resident neurosurgeon had 100% (9/9) FH and AR in both cases; the medical student had 72.3% (8/11) FH accuracy and 81.8% (9/11) AR accuracy. The medical student displayed significantly lower ideal (Gertzbein-Robbins scale A) FH accuracy compared with the resident neurosurgeon (P= 0.017) and attending neurosurgeon (P= 0.005), but no difference when using AR. FH screw placement was faster by both the attending neurosurgeon (median 46 seconds vs. 94.5 seconds, P= 0.0047) and the neurosurgery resident neurosurgeon (median 144 seconds vs. 140 seconds, P= 0.05). Total clinically acceptable AR and FH accuracy was 90.6% (29/32) and 87.5% (28/32), respectively (P= 0.69). AR screw placement allowed an inexperienced medical student to double their accuracy in 1 training session. With subsequent iterations, this promising technology could serve as an important tool for surgical training.

Learning across Diverse Training Modalities is Different across Gender: Insights from a Neuroergonomics Approach

Recent challenges such as COVID-19 call for innovative methods of delivering training. In this study, we compare the effectiveness of augmented reality (AR) based psychomotor learning compared to videobased training. Participants completed either AR or video training to learn four basic AR interactions, before completing an AR evaluation. The AR group reported greater workload during training but demonstrated better performance during evaluation. We used functional near infrared spectroscopy (fNIRS) to compare brain activation and functional connectivity across groups during evaluation. We found that participants in the AR group displayed smaller brain networks during the evaluation, suggesting more efficient utilization of neural resources. Sex differences in activation and connectivity suggest that men and women potentially employ different neural strategies while learning motor skills in AR. Future studies should examine how these differences could impact performance and user experience in future AR-based training programs.

SP11.13 A Systematic Review on the Effectiveness of Augmented Reality for Medical Students’ Surgical Training

Abstract Aims Interest in augmented reality (AR) technologies within an educational setting has surged in recent years. However, few studies evaluate the use of AR in a primarily medical student population. This systematic review with meta-analysis was conducted to evaluate the existing literature on this topic. Methods The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were adhered to during this review. Using relevant synonyms for the terms “augmented reality”, “medical students” and “surgery”, the databases Embase, Medline and Scopus were searched. Data was extracted for outcome measures such as errors/fails, attempts/retries, time for task completion, motion sickness/nausea and focus shifts. Results 826 records were initially retrieved; 19 studies were included in the final review, with a total of 485 participants. The AR group performed better than the comparator group in 84% of the statistically significant main outcomes. The groups showed no statistically significant difference in likelihood of failing assessment, with a pooled odds ratio of 1.76 (95% CI:0.06-51.71, p=0.74, I2=81%). One study reported 57% fewer critical errors in the AR group than the comparator group. Two studies reported nausea/motion sickness as an outcome (12% (n=3) and mean Likert-scale score of 3 (out of 10) in the AR groups). Conclusions AR can be an effective surgical teaching and training tool for medical students. However, the limitations of AR, including visually induced motion sickness, have not been explored extensively by primary studies. Gradual integration of AR is therefore proposed until further studies elucidating benefits and risks can be undertaken.

Augmented Reality for Perioperative Anxiety in Patients Undergoing Surgery

Both augmented reality (AR) and virtual reality (VR) have had increasing applications in medicine, including medical training, psychology, physical medicine, rehabilitation, and surgical specialties, such as neurosurgery and orthopedic surgery. There are little data on AR's effect on patients' anxiety and experiences. To determine whether the use of an AR walkthrough effects patient perioperative anxiety. This randomized clinical trial was conducted at an outpatient surgery center in 2021 to 2022. All patients undergoing elective orthopedic surgery with the senior author were randomized to the treatment or control group. Analyses were conducted per protocol. Data analysis was performed in November 2022. AR experience explaining to patients what to expect on their day of surgery and walking them through the surgery space. The control group received the standard educational packet. The main outcome was change in State-Trait Anxiety Inventory (STAI) from the screening survey to the preoperative survey. A total of 140 patients were eligible, and 45 patients either declined or were excluded. Therefore, 95 patients (63 [66.3%] male; mean [SD] age, 38 [16] years) were recruited for the study and included in the final analysis; 46 patients received the AR intervention, and 49 patients received standard instructions. The AR group experienced a decrease in anxiety from the screening to preoperative survey (mean score change, -2.4 [95% CI, -4.6 to -0.3]), while the standard care group experienced an increase (mean score change, 2.6 [95% CI, 0.2 to 4.9]; P = .01). All patients postoperatively experienced a mean decrease in anxiety score compared with both the screening survey (mean change: AR, -5.4 [95% CI, -7.9 to -2.9]; standard care, -6.9 [95% CI, -11.5 to -2.2]; P = .32) and preoperative survey (mean change: AR, -8.0 [95% CI, -10.3 to -5.7]; standard care, -4.2 [95% CI, -8.6 to 0.2]; P = .19). Of 42 patients in the AR group who completed the postoperative follow-up survey, 30 (71.4%) agreed or strongly agreed that they enjoyed the experience, 29 (69.0%) agreed or strongly agreed that they would recommend the experience, and 28 (66.7%) agreed or strongly agreed that they would use the experience again. No differences were observed in postoperative pain levels or narcotic use. In this randomized clinical trial, the use of AR decreased preoperative anxiety compared with traditional perioperative education and handouts, but there was no significant effect on postoperative anxiety, pain levels, or narcotic use. These findings suggest that AR may serve as an effective means of decreasing preoperative patient anxiety. ClinicalTrials.gov Identifier: NCT04727697.

Bone biopsies guided by augmented reality: a pilot study

PurposeTo test the technical feasibility of an augmented reality (AR) navigation system to guide bone biopsies.MethodsWe enrolled patients subjected to percutaneous computed tomography (CT)-guided bone biopsy using a novel AR navigation system. Data from prospectively enrolled patients (AR group) were compared with data obtained retrospectively from previous standard CT-guided bone biopsies (control group). We evaluated the following: procedure duration, number of CT passes, patient’s radiation dose (dose-length product), complications, and specimen adequacy. Technical success was defined as the ability to complete the procedure as planned, reaching the target center. Technical efficacy was assessed evaluating specimen adequacy.ResultsEight patients (4 males) aged 58 ± 24 years (mean ± standard deviation) were enrolled in the AR group and compared with 8 controls (4 males) aged 60 ± 15 years. No complications were observed. Procedure duration, number of CT passes, and radiation dose were 22 ± 5 min, 4 (median) [4, 6 interquartile range] and 1,034 ± 672 mGy*cm for the AR group and 23 ± 5 min, 9 [7.75, 11.25], and 1,954 ± 993 mGy*cm for controls, respectively. No significant differences were observed for procedure duration (p = 0.878). Conversely, number of CT passes and radiation doses were significantly lower for the AR group (p < 0.001 and p = 0.021, respectively). Technical success and technical efficacy were 100% for both groups.ConclusionsThis AR navigation system is safe, feasible, and effective; it can decrease radiation exposure and number of CT passes during bone biopsies without increasing duration time.Relevance statementThis augmented reality (AR) navigation system is a safe and feasible guidance for bone biopsies; it may ensure a decrease in the number of CT passes and patient’s radiation dose.Key points• This AR navigation system is a safe guidance for bone biopsies.• It ensures decrease of number of CT passes and patient’s radiation exposure.• Procedure duration was similar to that of standard CT-guided biopsy.• Technical success was 100% as in all patients the target was reached.• Technical efficacy was 100% as the specimen was adequate in all patients.Graphical

Augmented reality-based affective training for improving care communication skill and empathy.

It is important for caregivers of people with dementia (PwD) to have good patient communication skills as it has been known to reduce the behavioral and psychological symptoms of dementia (BPSD) of PwD as well as caregiver burnout. However, acquiring such skills often requires one-on-one affective training, which can be costly. In this study, we propose affective training using augmented reality (AR) for supporting the acquisition of such skills. The system uses see-through AR glasses and a nursing training doll to train the user in both practical nursing skills and affective skills such as eye contact and patient communication. The experiment was conducted with 38 nursing students. The participants were assigned to either the Doll group, which only used a doll for training, or the AR group, which used both a doll and the AR system. The results showed that eye contact significantly increased and the face-to-face distance and angle decreased in the AR group, while the Doll group had no significant difference. In addition, the empathy score of the AR group significantly increased after the training. Upon analyzing the correlation between personality and changes of physical skills, we found a significant positive correlation between the improvement rate of eye contact and extraversion in the AR group. These results demonstrated that affective training using AR is effective for improving caregivers' physical skills and their empathy for their patients. We believe that this system will be beneficial not only for dementia caregivers but for anyone looking to improve their general communication skills.

87 An Augmented Reality Burn Management Application to Guide Care in Austere Environments

Abstract Introduction Novel medical technologies are necessary to support virtual health in low bandwidth environments. When tele-mentoring is not possible, advanced clinical decision support tools can deliver essential medical knowledge to assist novice clinicians. These tools can fill knowledge gaps in specialty fields, like burn. We developed the Augmented Reality Burn Assist Manager (ARBAM), a novel, comprehensive augmented reality (AR)-based burn management platform to address key tasks in burn care. Methods A randomized 2x2 cross-over design was used to investigate if ARBAM could enhance a user’s ability to care for a simulated burn patient as compared to standard clinical practice guidelines (CPGs). We developed the software for use on a mixed reality, head-mounted device. Participants were clinicians with little to no burn care experience, and were asked to complete 4 key tasks, twice each, using either paper copies of the Joint Trauma System’s CPGs and supplemental worksheets first (Paper) or our AR technology. Tasks included calculating burn size (TBSA), performing medication dosage calculations (MC), managing a burn fluid resuscitation (FR), and performing a simulated escharotomy (EC). All tasks were evaluated for completion time and accuracy. Cross-over analysis of treatment effects used a two-sided, two-sample t-test or Wilcoxon Rank-Sum test as appropriate. Results Eleven participants were randomized: 5 started with Paper and 6 started with AR. Time to perform FR was statistically different (p&amp;lt; 0.05) with AR taking less time than Paper (4.8 vs. 7.0 mins, respectively). FR clinical performance was also better in the AR group with a mean accuracy score of 99% vs. 52% for Paper (p&amp;lt; 0.001). EC completion times were not clinically or statistically different. However, EC accuracy was 93% for AR compared to 55% for Paper (p&amp;lt; 0.001). Although not statistically different, MC performance accuracy was considerably better for AR (91%) than for Paper (66%). No differences between groups were observed for TBSA or MC completion times nor TBSA accuracy. Conclusions Compared to traditional tools, AR may enhance a clinician's ability to complete key tasks in the initial management of a burn patient. This technology may be helpful during disasters when tele-mentoring is not available. Limitations of this study include a small sample size, limited user training on the AR device, and potential carry-over effects. Therefore, generalizations cannot be made about wide-scale usage. Nonetheless, this study showed that AR may be helpful in managing lifesaving burn tasks. Applicability of Research to Practice ARBAM may enhance decision making by novice clinicians when caring for burn patients. Our data demonstrate the potential for AR-based support tools to improve burn care delivery and reduce error rates for novice clinicians, which could lead to reductions in morbidity and mortality. Future research is needed to investigate how AR technology can be used for other lifesaving interventions.

O023 Effectiveness of augmented reality for surgical training of medical students: a systematic review and meta-analysis

Abstract Introduction Interest in augmented reality (AR) technologies within an educational setting have surged in recent years. However, few studies evaluate the use of AR in a primarily medical student population. This systematic review with meta-analysis intended to evaluate the existing literature on this topic. Methods This review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Using relevant synonyms for the terms augmented reality, surgery and medical students, the databases Medline, Embase, and Scopus were searched. Data was extracted for outcome measures such as time for task completion, errors/fails, attempts/retries, motion sickness/nausea and focus shifts. Results Some 826 records were initially retrieved; 19 studies were included in our review, with a total of 485 participants. The AR group performed better than the comparator group in 84% of the statistically significant main outcomes. The AR groups were less likely to fail assessment, with a pooled odds ratio of 1.76 (95% CI:0.06-51.71, p=0.74, I2=81%). One study reported 57% fewer critical errors than the comparator group. Only two studies reported nausea/motion sickness as an outcome (12% (n=3) and mean Likert-scale score of 3 (of 10) in the AR groups). Conclusion AR can be an effective surgical teaching and training tool for medical students. However, the limitations of AR, including visually-induced motion sickness, have not yet been explored extensively by primary studies with a medical student population. Therefore, gradual integration of AR is proposed until further studies elucidating benefits and risks can be undertaken.

User Experience of Augmented Reality Glasses-based Tele-Exercise in Elderly Women.

The purpose of this study was to identify any difference in user experience between tablet- and augmented reality (AR) glasses-based tele-exercise programs in elderly women. Participants in the AR group (n = 14) connected Nreal glasses with smartphones to display a pre-recorded exercise program, while each member of the tablet group (n = 13) participated in the same exercise program using an all-in-one personal computer. The program included sitting or standing on a chair, bare-handed calisthenics, and muscle strengthening using an elastic band. The exercise movements were presented first for the upper and then the lower extremities, and the total exercise time was 40 minutes (5 minutes of warm-up exercises, 30 minutes of main exercises, and 5 minutes of cool-down exercises). To evaluate the user experience, a questionnaire consisting of a 7-point Likert scale was used as a measurement tool. In addition, the Wilcoxon rank-sum test was used to assess differences between the two groups. Of the six user experience scales, attractiveness (p = 0.114), stimulation (p = 0.534), and novelty (p = 0.916) did not differ significantly between the groups. However, efficiency (p = 0.006), perspicuity (p = 0.008), and dependability (p = 0.049) did vary significantly between groups. When developing an AR glasses-based exercise program for the elderly, the efficiency, clarity, and stability of the program must be considered to meet the participants' needs.

Does Augmented Reality-based Portable Navigation Improve the Accuracy of Cup Placement in THA Compared With Accelerometer-based Portable Navigation? A Randomized Controlled Trial.

Previous studies reported good outcomes of acetabular cup placement using portable navigation systems during THA. However, we are aware of no prospective studies comparing inexpensive portable navigation systems using augmented reality (AR) technology with accelerometer-based portable navigation systems in THA. (1) Is the placement accuracy of the acetabular cup using the AR-based portable navigation system superior to that of an accelerometer-based portable navigation system? (2) Do the frequencies of surgical complications differ between the two groups? We conducted a prospective, two-arm, parallel-group, randomized controlled trial involving patients scheduled for unilateral THA. Between August and December 2021, we treated 148 patients who had a diagnosis of osteoarthritis, idiopathic osteonecrosis, rheumatoid arthritis, or femoral neck fracture and were scheduled to undergo unilateral primary THA. Of these patients, 100% (148) were eligible, 90% (133) were approached for inclusion in the study, and 85% (126) were finally randomized into either the AR group (62 patients) or the accelerometer group (64 patients). An intention-to-treat analysis was performed, and there was no crossover between groups and no dropouts; all patients in both groups were included in the analysis. There were no differences in any key covariates, including age, sex, and BMI, between the two groups. All THAs were performed via the modified Watson-Jones approach with the patient in the lateral decubitus position. The primary outcome was the absolute difference between the cup placement angle displayed on the screen of the navigation system and that measured on postoperative radiographs. The secondary outcome was intraoperative or postoperative complications recorded during the study period for the two portable navigation systems. There were no differences between the AR and accelerometer groups in terms of the mean absolute difference in radiographic inclination angle (3° ± 2° versus 3° ± 2° [95% CI -1.2° to 0.3°]; p = 0.22). The mean absolute difference in radiographic anteversion angle displayed on the navigation screen during surgery compared with that measured on postoperative radiographs was smaller in the AR group than that in the accelerometer group (2° ± 2° versus 5° ± 4° [95% CI -4.2° to -2.0°]; p < 0.001). There were few complications in either group. In the AR group, there was one patient each with a surgical site infection, intraoperative fracture, distal deep vein thrombosis, and intraoperative pin loosening; in the accelerometer group, there was one patient each with an intraoperative fracture and intraoperative loosening of pins. Although the AR-based portable navigation system demonstrated slight improvements in radiographic anteversion of cup placement compared with the accelerometer-based portable navigation system in THA, whether those small differences will prove clinically important is unknown. Until or unless future studies demonstrate clinical advantages that patients can perceive that are associated with such small radiographic differences, because of the costs and the unquantified risks associated with novel devices, we recommend against the widespread use of these systems in clinical practice. Level I, therapeutic study.

Augmented Reality-Assisted Navigation System for Transforaminal Epidural Injection.

Multiple studies have attempted to demonstrate the benefits of augmented reality (AR)-assisted navigation systems in surgery. Lumbosacral transforaminal epidural injection is an effective treatment commonly used in patients with radiculopathy due to spinal degenerative pathologies. However, few studies have applied AR-assisted navigation systems to this procedure. The study aimed to investigate the safety and effectiveness of an AR-assisted navigation system for transforaminal epidural injection. Through a real-time tracking system and a wireless network to the head-mounted display, computed tomography images of the spine and the path of a spinal needle to the target were visualized on a torso phantom with respiration movements installed. From L1/L2 to L5/S1, needle insertions were performed using an AR-assisted system on the left side of the phantom, and the conventional method was performed on the right side. The procedure duration was approximately three times shorter, and the number of radiographs required was reduced in the experimental group compared to the control group. The distance from the needle tips to the target areas in the plan showed no significant difference between the two groups. (AR group 1.7 ± 2.3mm, control group 3.2 ± 2.8mm, P value 0.067). An AR-assisted navigation system may be used to reduce the time required for spinal interventions and ensure the safety of patients and physicians in view of radiation exposure. Further studies are essential to apply AR-assisted navigation systems to spine interventions.

Does Augmented Reality Help to Understand Chemical Phenomena during Hands-On Experiments?–Implications for Cognitive Load and Learning

Chemical phenomena are only observable on a macroscopic level, whereas they are explained by entities on a non-visible level. Students often demonstrate limited ability to link these different levels. Augmented reality (AR) offers the possibility to increase contiguity by embedding virtual models into hands-on experiments. Therefore, this paper presents a pre- and post-test study investigating how learning and cognitive load are influenced by AR during hands-on experiments. Three comparison groups (AR, animation and filmstrip), with a total of N = 104 German secondary school students, conducted and explained two hands-on experiments. Whereas the AR group was allowed to use an AR app showing virtual models of the processes on the submicroscopic level during the experiments, the two other groups were provided with the same dynamic or static models after experimenting. Results indicate no significant learning gain for the AR group in contrast to the two other groups. The perceived intrinsic cognitive load was higher for the AR group in both experiments as well as the extraneous load in the second experiment. It can be concluded that AR could not unleash its theoretically derived potential in the present study.

Augmented reality and worked examples: Targeting organic chemistry competence

Instructional guidance, provided using worked examples, helps the inexperienced learner cope with complex information, that may be difficult to process in limited capacity working memory. For students of chemistry, such complex information can pertain to the visualisation of structural changes in molecules throughout chemical reactions. This can be alleviated through the affordances of augmented reality (AR) technology. 3D structures are important as they have a crucial impact on the chemical and physical properties of molecules. Within a framework of Cognitive Load Theory, this study illustrates how AR-supported worked examples may enhance learning of electrophilic aromatic substitution. The participant cohort were FHEQ level 5 undergraduate students studying a module of organic chemistry. In addition, the achievement motivation of learner's was also explored, and how this may be impacted by the provision of AR technology and worked examples. The control group was provided with a copy of our worked examples that contained 2D reaction mechanism drawings. Data was collected using a combination of quantitative instruments and qualitative surveys/interviews. For this cohort of students, significant intragroup improvements, and greater normalised change values, in conceptual understanding were observed in the AR group. This was not observed in the control group. No significant intergroup differences in reported cognitive load or achievement motivation of students were found. This was unaffected when introducing prior relevant chemistry experience as a covariate. Student feedback and subsequent thematic analysis show not only the positive impacts on student engagement, but also how students convey their understanding of electrophilic aromatic substitution principles.

Promoting Self-efficacy for Students with Special Needs through Augmented Reality

Augmented reality technology has a significant influence on the teaching approach provided to students with special needs. This type of technology particularly affects students’ level of self-efficacy, and was the premise for conducting the research. In this four-week quasi-experimental study, a pre- and post-test control group design was adopted. 24 students with special needs were randomly assigned to the augmented reality (AR) application group and the control group. Self-efficacy was measured depending on previous studies in a new technological environment. The results showed significant main effects for the AR on students’ self-efficacy, as AR group indicated to have higher total score than control group. The paired sample t-test overall mean scores indicated a significant increase in the self-efficacy of the students. For the experimental group, results showed an increase in the mean score of self-efficacy from pre to post-tests. The paired sample t-test overall mean scores indicated a significant, with the differences in the mean scores being −1.694, indicating a considerable increase. This study concluded that AR has significant effects on students with special needs, and that it can undoubtedly contribute to the teaching-learning process.

The Use of Augmented Reality and Virtual Reality Technologies in Teaching Foreign Languages

The article is devoted to analyzing the educational potential of augmented reality (AR) and virtual reality (VR) technologies in teaching foreign languages, specifically in the professional training of future teachers. The possibility and benefits of introducing AR technologies in the system of teachers’ professional training are based on the experience of the discipline «Modern Technologies of Teaching a Foreign Language to Preschool Children», which is taught during the first (bachelor's) level of education to students of the 012 Preschool Education Specialty at the Faculty of Pedagogical Education in Borys Grinchenko Kyiv University. The literature analysis and the description of the empirical experience of the interaction and implementation of AR and VR technologies in the course content are the major research methods used in this article. The article performs an analysis of the advantages and disadvantages of AR and VR technologies in foreign language teaching. The didactic potential of both aforementioned technologies is identified, including the improved learning environment, increased motivation, interaction, and content retention, the richness of multimedia modes, better visualization, and suitability for special learning needs. The article emphasizes the influence on multiple language skills and vocabulary development (vocabulary acquisition, phonics, pronunciation, comprehension, writing, reading, speaking, improved communication, and general learning skills). The data received proves the suitability and benefits of implementing current AR technologies in the professional training of future teachers and language teaching in general, as opposed to VR technologies that are limited due to their drawbacks that outweigh their current advantages, but still allow them to be considered a very powerful tool in the near future. Still, their partial accessibility by learners gives them the right to be used in terms of the realization of individual approaches. As a result of this article, a list of AR and VR technologies that could be used in foreign language teaching is revealed. The perspective of future research could focus on the analysis of specific technologies from AR or VR groups

An Augmented Reality (AR) App Enhances the Pulmonary Function and Potency/Feasibility of Perioperative Rehabilitation in Patients Undergoing Orthopedic Surgery

Perioperative rehabilitation is crucial for patients receiving surgery in order to reduce complications and mortality. Conventional methods such as verbal instructions and pre-recorded video are commonly used, but several disadvantages exist. Therefore, we developed an augmented reality (AR) app that includes respiration training, resistance muscle training, and walking training for surgery preparation. The aim of this pilot study was to compare the effects of AR-based training rehabilitation programs with conventional (non-AR-based) programs considering the objective pulmonary function and subjective feasibility and potency in orthopedic patients. This prospective study was conducted in a medical center in Taiwan between 2018 to 2021. Sixty-six patients undergoing elective orthopedic surgery were allocated with a 1:1 ratio to non-AR or AR groups according to their wishes. After training, the inspiratory flow rate of the AR group was higher than that of the non-AR group pre-operatively. As for the subjective assessment, the feasibility (level of confidence and anxiety reduction) and potency (cooperation and educative effect) were superior in AR-based training, compared with the conventional training model. Our study showed that patients using our AR app had better subjective and objective outcomes compared with a conventional model for perioperative rehabilitation.

THE EFFECT OF COMMUNICATION SKILLS TRAINING FOR NURSING STUDENTS BY AUGMENTED REALITY SIMULATION SYSTEM

Abstract Background Educational methods for improving communication with dementia patients are lacking. Our study aimed to evaluate the efficacy of simulated communication skills training for nursing students using augmented reality (AR). Methods A randomized controlled study. 25 nursing students enrolled and learned standardized multimodal communication skills using textbooks. Participants were randomly assigned to AR training or conventional mannequin training group and each had one-hour training of basic nursing care. The mannequin of AR group was superimposed a computer graphic of an elderly woman's face, which reacts to participants' communication. Further, participants’ gaze and voice were evaluated by artificial intelligence (AI) and the participants received real-time feedback to their head-mounted display. The conventional group had the self-training with nursing mannequins. Participants performed basic nursing care to simulated patients before and after training, which were video-recorded by eye-tracking cameras and fixed cameras, then the videos were analyzed by AI. The primary outcome was the proportion of eye contact, verbal, and multimodal communication time during the care to simulated patients. Additionally, participants' empathy was evaluated by the Jefferson Scale. Results The interactive communication in AR group significantly increased than conventional group (eye contact 13.6% versus 4.4%, verbal communication 27.7% versus 20.1%, multimodal communication 9.6% versus 3.8%, P&amp;lt; 0.05, respectively). The empathy score significantly increased in AR group, whereas it decreased in conventional group [Mean (SD): 9.1 (6.6) versus -1.3 (3.8), P&amp;lt; 0.01]. Conclusions The simulated communication skills training for nursing students using AR was associated with increased interactive communication skills and empathy to patients.

Simulated communication skills training program effects using augmented reality with real‐time feedback: A randomized control study

AbstractBackgroundWhile communication with dementia patients is challenging, known educational methods to improve communication skill for medical professionals are lacking. Our study aimed to assess the efficacy of simulated communication skills training for nursing students using augmented reality (AR) with real‐time feedback.MethodsThis is a randomized control study. Twenty‐five nursing students enrolled and learned standardized multimodal comprehensive care communication skills through a self‐learning material, which includes pathophysiology and clinical manifestations of dementia. Subsequently, participants were randomly assigned to one of the two learning systems—AR training or conventional nursing mannequin training. Each group had the training intervention to change the clothes of mannequins for one hour. The mannequin of the AR group was a superimposed computer graphic of an elderly woman’s face which reacted to participants' communication. Further, the communication skills of gaze and voice were evaluated by artificial intelligence (AI) and feedbacked to the participants’ head‐mounted display in real‐time. The conventional training group had the self‐training with nursing mannequins. All participants performed basic nursing care, including changing clothes and bed bath, to simulated patients before and after the training intervention, which were video‐recorded by an eye‐tracking camera and a fixed camera, then the videos were analyzed the communication skills by AI. Additionally, participants' empathy to patients was evaluated by the Jefferson Scale of Empathy‐Health Professions Students Version (JSPE‐HSP). The primary outcome was the proportion of time spent in eye contact during the care to simulated patients. The secondary outcome was the empathy score of JSPE‐HSP.ResultsAfter the training intervention, the proportion of time spent in eye contact in the AR training group significantly increased than the conventional training group (eye contact 13.6% versus 4.4%, P&lt;0.05). Moreover, the JSPE‐HSP score increased from pre‐training to post‐training in the AR training group, whereas it decreased in the conventional training group [Mean (SD): 9.1 (6.6) versus ‐1.3 (3.8), P&lt;0.01].ConclusionsThe simulated communication skills training for nursing students using augmented reality with real‐time feedback was associated with increased interactive communication skills to simulated patients and the empathy to patients.

EFFECTIVENESS ON TRAINING METHOD USING VIRTUAL REALITY AND AUGMENTED REALITY APPLICATIONS IN AUTOMOBILE ENGINE ASSEMBLY

Training and education have become increasingly crucial in obtaining new skills in a variety of fields, especially in assembly and disassembly operations. The main issue in mechanical engineering, particularly in the assembly department, was that automobile engine components assembly was found to be complicated and challenging to assemble using an existing method, where they only rely on a video-based method. The purpose of this paper is to create interactive Virtual Reality (VR) and Augmented Reality (AR) applications that allow users to efficiently assist and complete the assembly tasks. In this work, the authors designed and developed a fully immersive VR application using an HTC Vive headset and two AR applications (marker-less AR application and marker-based AR application) using EPSON MOVERIO BT-300 (AR Smart Glasses). Fourteen engineering students from Universiti Putra Malaysia were selected for the experiment. They were divided into four groups: video-based group, VR-based group, marker-less AR group, and marker-based AR group. They are required to complete all four experiments (video-based experiment, VR-based experiment, marker-less AR experiment, and marker-based AR experiment). The results showed that the marker-less AR application is the best impressive method (37% better), the VR application is the second impressive method (23% better) followed by the marker-based AR application is the third impressive method (3% better) compared to the existing video-based guideline. Therefore, the students favored AR and VR applications rather than the existing method to be used in automobile engine assembly tasks.

Research on Training Effectiveness of Professional Maintenance Personnel Based on Virtual Reality and Augmented Reality Technology

The maintenance training method based on Virtual Reality (VR) and Augmented Reality (AR) technology has the characteristics of safety, no space limitation, and good reusability. Compared with the traditional training method, it can reduce the training cost, shorten the training period, and improve training effectiveness. Therefore, more and more maintenance training use VR and AR to replace training based on actual equipment to improve training effectiveness. However, in the context of multi-level tasks, there is still no clear research conclusion on how to choose training methods, maximize the advantages of each training method, and achieve higher training effectiveness. In response to this problem, this study constructed three training platforms based on VR, AR, and actual equipment, designed three maintenance tasks at different levels, and created a comparative analysis of the training effects of 60 male trainees under the three tasks and three training platforms. The results show that for single-level maintenance tasks, the training effect of the traditional group was significantly better than that of the AR group and the VR group. For multi-level maintenance tasks, the training effect of AR group was significantly better than that of the VR group. With the increasing difficulty of maintenance tasks, the training efficiency of the AR group was more than 10% higher than that of the VR group and traditional group and the AR group had less cognitive load. The conclusions of this study can provide a theoretical basis for the selection of training methods and evaluation design and help to formulate training strategies, thereby shortening the training period of professional maintenance personnel.