A mixed reality system with visual and tangible interaction capability: application to evaluating automobile interior design

In this chapter, we explore the applications of mixed reality technology for future social and physical entertainment systems. Throughout the case studies that will be presented here, we will show the very broad and significant impacts of mixed reality technology on variety aspects of human interactivity with regards to entertainment. On the technological aspect, the various systems we would be touching on incorporated different technologies ranging from the current mainstream ones such as GPS tracking, Bluetooth, RFID to pioneering researches of vision based tracking, augmented reality, tangible interaction techniques and 3D live mixed reality capture system. We will discuss each projects in detail in terms of their motivations and requirements of the particular application domain, their system description and design decisions, as well as their future impacts on the human social and physical entertainment field.

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Tangible Interaction in Mixed Reality Systems

The Engineering of Mixed Reality Systems - Human-Computer Interaction Series ◽

10.1007/978-1-84882-733-2_6 ◽

2009 ◽

pp. 101-120

Author(s):

Nadine Couture ◽

Guillaume Rivière ◽

Patrick Reuter

Keyword(s):

Mixed Reality ◽

Tangible Interaction

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MTMR: A conceptual interior design framework integrating Mixed Reality with the Multi-Touch tabletop interface

2010 IEEE International Symposium on Mixed and Augmented Reality ◽

10.1109/ismar.2010.5643606 ◽

2010 ◽

Cited By ~ 11

Author(s):

Dong Wei ◽

Steven Zhiying Zhou ◽

Du Xie

Keyword(s):

Interior Design ◽

Mixed Reality ◽

Design Framework

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Toward The New Mixed Reality Environment for Interior Design

IOP Conference Series Materials Science and Engineering ◽

10.1088/1757-899x/471/10/102065 ◽

2019 ◽

Vol 471 ◽

pp. 102065 ◽

Cited By ~ 2

Author(s):

Jan Janusz

Keyword(s):

Interior Design ◽

Mixed Reality

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PRISME: Toward a model linking tangible interaction and domain-specific tasks in mixed reality environments

2020 22nd Symposium on Virtual and Augmented Reality (SVR) ◽

10.1109/svr51698.2020.00042 ◽

2020 ◽

Author(s):

Jean-Michel FAZZARI ◽

Sebastien KUBICKI ◽

Ronan QUERREC

Keyword(s):

Mixed Reality ◽

Tangible Interaction ◽

Domain Specific

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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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