Evaluating depth perception of photorealistic mixed reality visualizations for occluded objects in outdoor environments

In this paper, the Virtually Enhanced Senses (VES) System is described. It is an ARCore-based, mixed-reality system meant to assist blind and visually impaired people’s navigation. VES operates in indoor and outdoor environments without any previous in-situ installation. It provides users with specific, runtime-configurable stimuli according to their pose, i.e., position and orientation, and the information of the environment recorded in a virtual replica. It implements three output data modalities: Wall-tracking assistance, acoustic compass, and a novel sensory substitution algorithm, Geometry-based Virtual Acoustic Space (GbVAS). The multimodal output of this algorithm takes advantage of natural human perception encoding of spatial data. Preliminary experiments of GbVAS have been conducted with sixteen subjects in three different scenarios, demonstrating basic orientation and mobility skills after six minutes training.

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Three-dimensional image analysis and visualization in confocal light microscopy

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100146631 ◽

1993 ◽

Vol 51 ◽

pp. 158-159

Author(s):

J. K. Samarabandu ◽

R. Acharya ◽

D. R. Pareddy ◽

P. C. Cheng

Keyword(s):

Depth Perception ◽

Computer Graphic ◽

Three Dimensional ◽

Cellular Organization ◽

Data Set ◽

Computational Burden ◽

Interactive Operation ◽

Cell Organization ◽

Confocal Images ◽

3D Digitization

In the study of cell organization in a maize meristem, direct viewing of confocal optical sections in 3D (by means of 3D projection of the volumetric data set, Figure 1) becomes very difficult and confusing because of the large number of nucleus involved. Numerical description of the cellular organization (e.g. position, size and orientation of each structure) and computer graphic presentation are some of the solutions to effectively study the structure of such a complex system. An attempt at data-reduction by means of manually contouring cell nucleus in 3D was reported (Summers et al., 1990). Apart from being labour intensive, this 3D digitization technique suffers from the inaccuracies of manual 3D tracing related to the depth perception of the operator. However, it does demonstrate that reducing stack of confocal images to a 3D graphic representation helps to visualize and analyze complex tissues (Figure 2). This procedure also significantly reduce computational burden in an interactive operation.

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

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00098 ◽

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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