Three-dimensional immersive virtual reality for studying cellular compartments in 3D models from EM preparations of neural tissues

Abstract Tridimensional (3D) rendering of volumetric neuroimaging is increasingly been used to assist surgical management of brain tumors. New technologies allowing immersive virtual reality (VR) visualization of obtained models offer the opportunity to appreciate neuroanatomical details and spatial relationship between the tumor and normal neuroanatomical structures to a level never seen before. We present our preliminary experience with the Surgical Theatre, a commercially available 3D VR system, in 60 consecutive neurosurgical oncology cases. 3D models were developed from volumetric CT scans and MR standard and advanced sequences. The system allows the loading of 6 different layers at the same time, with the possibility to modulate opacity and threshold in real time. Use of the 3D VR was used during preoperative planning allowing a better definition of surgical strategy. A tailored craniotomy and brain dissection can be simulated in advanced and precisely performed in the OR, connecting the system to intraoperative neuronavigation. Smaller blood vessels are generally not included in the 3D rendering, however, real-time intraoperative threshold modulation of the 3D model assisted in their identification improving surgical confidence and safety during the procedure. VR was also used offline, both before and after surgery, in the setting of case discussion within the neurosurgical team and during MDT discussion. Finally, 3D VR was used during informed consent, improving communication with families and young patients. 3D VR allows to tailor surgical strategies to the single patient, contributing to procedural safety and efficacy and to the global improvement of neurosurgical oncology care.

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INTERACTIVE IMMERSIVE VIRTUALMUSEUM: DIGITAL DOCUMENTATION FOR VIRTUAL INTERACTION

ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences ◽

10.5194/isprs-archives-xlii-2-251-2018 ◽

2018 ◽

Vol XLII-2 ◽

pp. 251-257 ◽

Cited By ~ 3

Author(s):

P. Clini ◽

L. Ruggeri ◽

R. Angeloni ◽

M. Sasso

Keyword(s):

Virtual Reality ◽

Cultural Heritage ◽

3D Models ◽

Fragile Sites ◽

Virtual Space ◽

Public Access ◽

Immersive Virtual Reality ◽

Educational Approach ◽

Digital Documentation ◽

Roman Forum

Thanks to their playful and educational approach Virtual Museum systems are very effective for the communication of Cultural Heritage. Among the latest technologies Immersive Virtual Reality is probably the most appealing and potentially effective to serve this purpose; nevertheless, due to a poor user-system interaction, caused by an incomplete maturity of a specific technology for museum applications, it is still quite uncommon to find immersive installations in museums. This paper explore the possibilities offered by this technology and presents a workflow that, starting from digital documentation, makes possible an interaction with archaeological finds or any other cultural heritage inside different kinds of immersive virtual reality spaces. Two different cases studies are presented: the National Archaeological Museum of Marche in Ancona and the 3D reconstruction of the Roman Forum of Fanum Fortunae. Two different approaches not only conceptually but also in contents; while the Archaeological Museum is represented in the application simply using spherical panoramas to give the perception of the third dimension, the Roman Forum is a 3D model that allows visitors to move in the virtual space as in the real one. In both cases, the acquisition phase of the artefacts is central; artefacts are digitized with the photogrammetric technique Structure for Motion then they are integrated inside the immersive virtual space using a PC with a HTC Vive system that allows the user to interact with the 3D models turning the manipulation of objects into a fun and exciting experience. The challenge, taking advantage of the latest opportunities made available by photogrammetry and ICT, is to enrich visitors’ experience in Real Museum making possible the interaction with perishable, damaged or lost objects and the public access to inaccessible or no longer existing places promoting in this way the preservation of fragile sites.

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Procesos de documentación arqueológica y generación de modelos virtuales

Virtual Archaeology Review ◽

10.4995/var.2011.4607 ◽

2011 ◽

Vol 2 (3) ◽

pp. 65 ◽

Cited By ~ 1

Author(s):

Josep Blasco Senabre ◽

Sebastián Varea ◽

Fernando Cotino Vila ◽

Albert Ribera Lacomba ◽

Oreto García Puchol

Keyword(s):

Virtual Reality ◽

Three Dimensional ◽

3D Models ◽

Present Communication ◽

Archaeological Excavation ◽

Great Range ◽

The Times

In the present communication we offer some examples that illustrate the methodological corpus applied by our company (Global S.L) in relation with the photogrametrical documentation and the virtual reality in the field of the archaeology. The use of these technologies of computerized documentation offers a great range of possibilities for the graphic documentation of an archaeological excavation, allowing to generate planimetry and pertinent sections and to improve the times in the process of obtaining of information. The possibility of producing 3D models supposes an essential addition to show in a three –dimensional way the current condition of the monument, as well as for its virtual recreation by means of the technologies of virtual reality and increased reality.

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Applications and a three-dimensional desktop environment for an immersive virtual reality system

Journal of Physics Conference Series ◽

10.1088/1742-6596/454/1/012077 ◽

2013 ◽

Vol 454 ◽

pp. 012077 ◽

Cited By ~ 5

Author(s):

Akira Kageyama ◽

Youhei Masada

Keyword(s):

Virtual Reality ◽

Three Dimensional ◽

Immersive Virtual Reality ◽

Virtual Reality System

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Remixing real and imaginary in art education with fully immersive virtual reality

International Journal of Education through Art ◽

10.1386/eta_00077_1 ◽

2021 ◽

Vol 17 (3) ◽

pp. 415-431 ◽

Cited By ~ 1

Author(s):

Martina Paatela-Nieminen

Keyword(s):

Virtual Reality ◽

Student Teachers ◽

Art Education ◽

Visual Art ◽

Real Life ◽

3D Models ◽

Immersive Virtual Reality ◽

3D Objects ◽

Teachers Experiences ◽

Digital Material

This article explores digital material/ism by examining student teachers’ experiences, processes and products with fully immersive virtual reality (VR) as part of visual art education. The students created and painted a virtual world, given the name Gretan puutarha (‘Greta’s Garden’), using the Google application Tilt Brush. They also applied photogrammetry techniques to scan 3D objects from the real world in order to create 3D models for their VR world. Additionally, they imported 2D photographs and drawings along with applied animated effects to construct their VR world digitally, thereby remixing elements from real life and fantasy. The students were asked open-ended questions to find out how they created art virtually and the results were analysed using Burdea’s VR concepts of immersion, interaction and imagination. Digital material was created intersubjectively and intermedially while it was also remixed with real and imaginary. Various webs of meanings were created, both intertextual and rhizomatic in nature.

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3D Virtual Learning Environment for Engineering Students

Web-Based Engineering Education ◽

10.4018/978-1-61520-659-9.ch004 ◽

2011 ◽

pp. 42-52

Author(s):

M. Valizadeh ◽

B. Noroozi ◽

G. A. Sorial

Keyword(s):

Virtual Reality ◽

Engineering Students ◽

Three Dimensional ◽

Virtual Learning ◽

3D Models ◽

Essential Elements ◽

Virtual Learning Environment ◽

Meaningful Context ◽

3D Environments ◽

Different Shapes

Virtual Reality and Virtual Learning Environments have become increasingly ambiguous terms in recent years because of essential elements facilitating a consistent environment for learners. Three-dimensional (3D) environments have the potential to position the learner within a meaningful context to a much greater extent than traditional interactive multimedia environments. The term 3D environment has been chosen to focus on a particular type of virtual environment that makes use of a 3D model. 3D models are very useful to make acquainted students with features of different shapes and objects, and can be particularly useful in teaching younger students different procedures and mechanisms for carrying out specific tasks. This chapter explains that 3D Virtual Reality is mature enough to be used for enhancing communication of ideas and concepts and stimulate the interest of students compared to 2D education.

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Designing for Interactivity, While Scaffolding Student Entry, Within Immersive Virtual Reality Environments

Journal of Educational Technology Systems ◽

10.1177/0047239518817545 ◽

2018 ◽

Vol 47 (3) ◽

pp. 292-317 ◽

Cited By ~ 2

Author(s):

Eileen A. O’Connor ◽

Terri Worman

Keyword(s):

Virtual Reality ◽

Second Life ◽

Three Dimensional ◽

Effective Practices ◽

Immersive Virtual Reality ◽

Education Students ◽

Self Evaluation ◽

Reduced Costs ◽

Student Reports ◽

Teacher Education Students

Since the advent of Second Life in 2004, immersive virtual-reality (VR) environments have been readily available to educators; more recent open-source environments have reduced costs significantly. This study reports on data gathered from an avatar-based immersive experience where teacher-education students gathered in VR spaces for synchronous meetings, learning how to maneuver within the environment, modify their avatars’ appearances, and develop preliminary three-dimensional building perspectives. Student reports and instructor observations throughout the course and a final student self-evaluation provided insights into both the challenges experienced and effective practices within this immersive VR environment. Overall, students developed significant trust and camaraderie with their colleagues as they went through problem-solving experiences, finding that initial challenges often subsided with the help of course colleagues. Students enjoyed the experience and considered VR applications for their classrooms. The report concludes with general recommendations for the design of productive VR learning environments within many different settings.

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“Active” and “passive” learning of three-dimensional object structure within an immersive virtual reality environment

Behavior Research Methods Instruments &amp Computers ◽

10.3758/bf03195466 ◽

2002 ◽

Vol 34 (3) ◽

pp. 383-390 ◽

Cited By ~ 54

Author(s):

K. H. James ◽

G. K. Humphrey ◽

T. Vilis ◽

B. Corrie ◽

R. Baddour ◽

...

Keyword(s):

Virtual Reality ◽

Three Dimensional ◽

Immersive Virtual Reality ◽

Virtual Reality Environment ◽

Object Structure ◽

Passive Learning ◽

Dimensional Object

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Virtual Reality Angiogram vs 3-Dimensional Printed Angiogram as an Educational tool—A Comparative Study

Neurosurgery ◽

10.1093/neuros/nyz003 ◽

2019 ◽

Vol 85 (2) ◽

pp. E343-E349 ◽

Cited By ~ 11

Author(s):

David Bairamian ◽

Shinuo Liu ◽

Behzad Eftekhar

Keyword(s):

Virtual Reality ◽

Depth Perception ◽

3D Visualization ◽

Three Dimensional ◽

3D Models ◽

Stereoscopic Depth ◽

Educational Tool ◽

Immersive Virtual Environment ◽

3D Printed ◽

Educational Potential

Abstract BACKGROUND Three-dimensional (3D) visualization of the neurovascular structures has helped preoperative surgical planning. 3D printed models and virtual reality (VR) devices are 2 options to improve 3D stereovision and stereoscopic depth perception of cerebrovascular anatomy for aneurysm surgery. OBJECTIVE To investigate and compare the practicality and potential of 3D printed and VR models in a neurosurgical education context. METHODS The VR angiogram was introduced through the development and testing of a VR smartphone app. Ten neurosurgical trainees from Australia and New Zealand participated in a 2-part interactive exercise using 3 3D printed and VR angiogram models followed by a questionnaire about their experience. In a separate exercise to investigate the learning curve effect on VR angiogram application, a qualified neurosurgeon was subjected to 15 exercises involving manipulating VR angiograms models. RESULTS VR angiogram outperformed 3D printed model in terms of resolution. It had statistically significant advantage in ability to zoom, resolution, ease of manipulation, model durability, and educational potential. VR angiogram had a higher questionnaire total score than 3D models. The 3D printed models had a statistically significant advantage in depth perception and ease of manipulation. The results were independent of trainee year level, sequence of the tests, or anatomy. CONCLUSION In selected cases with challenging cerebrovascular anatomy where stereoscopic depth perception is helpful, VR angiogram should be considered as a viable alternative to the 3D printed models for neurosurgical training and preoperative planning. An immersive virtual environment offers excellent resolution and ability to zoom, potentiating it as an untapped educational tool.

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