Research and development of a mixed reality and haptic-based dental simulator for tooth preparation and its preliminary evaluation (Preprint)

2021 ◽  
Author(s):  
Yongsheng Zhou ◽  
Yaning Li ◽  
Hongqiang Ye ◽  
Siyu Wu ◽  
Xiaohan Zhao ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Force Feedback ◽  
Mixed Reality ◽  
Skills Training ◽  
Face Validity ◽  
Computer Hardware ◽  
Preparation Process ◽  
Novice Group ◽  
Tooth Preparation ◽  
Skilled Group

BACKGROUND Dental simulator is used in preclinical skills training and virtual reality is the main technology of it. With the development of XR technology, mixed reality appeared and it has significant advantage over virtual reality. OBJECTIVE This study intended to research and develop a mixed reality (MR) and haptic-based dental simulator for tooth preparation and preliminarily evaluate its face validity. METHODS A prototype of MR dental simulator for tooth preparation was innovatively developed by integrating the head-mounted display (HMD), special force feedback handles, foot pedal, computer hardware, and software program. Thirty-four participants were recruited and were divided into Novice group (N=17) and Skilled group (N=17) based on their clinical experience. All participants prepared a maxillary right central incisor for all ceramic crown in the dental simulator, and completed a questionnaire after the preparation to investigate their experience and evaluation toward the dental simulator in aspects of the hardware and software. RESULTS A prototype of MR dental simulator for tooth preparation (Unidental MR Simulator) was newly developed. 73.53% of the participants were satisfied with the overall experience in using Unidental MR Simulator. Over 90% of the participants agreed with that Unidental MR Simulator can stimulate their interest in learning and over 80 % of them were willing to use dental simulator Unidental MR Simulator for skills training in the future. The differences in the experience of the HMD, simulation of the dental instruments, realism of the force feedback of teeth, simulation of the tooth preparation process, overall experience of the simulator and attitudes toward the simulator between Novice group and Skilled group were not statistically significant (P>0.05). Novice group were more satisfied with the ease of use of the simulator. (P<0.05). The resolution of the HMD and the simulation of the preparation process had significant positive correlations with the overall using experience of the simulator (P<0.05). CONCLUSIONS The newly developed dental simulator for tooth preparation, Unidental MR simulator, has a good face validity. It can achieve a higher degree of similarity to the real clinical treatment environment by achieving position adjustment of patients, allowing users to have a better dental skill training experience.

Evaluation of a New Virtual Reality Concept Teaching K-Wire Drilling With Force Feedback Simulated Haptic in Orthopedic Skills Training

2021 ◽  
Author(s):  
Michaela Huber ◽  
Uwe Katzky ◽  
Karolina Müller ◽  
Markus Blätzinger ◽  
Wolfgang Goetz ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Force Feedback ◽  
Skills Training ◽  
Concept Teaching

Virtual Reality in Healthcare Skills Training: The Effects of Presence on Acceptance and Increase of Knowledge

i-com ◽  
2021 ◽  
Vol 20 (1) ◽  
pp. 73-83
Author(s):  
Christian Plotzky ◽  
Ulrike Lindwedel ◽  
Alexander Bejan ◽  
Peter König ◽  
Christophe Kunze
Keyword(s):  
Virtual Reality ◽  
Pilot Study ◽  
Mixed Reality ◽  
Skills Training ◽  
Behavioural Intention ◽  
Endotracheal Suctioning ◽  
Use Of Technology ◽  
Post Test ◽  
Quasi Experimental ◽  
Efficient Learning

Abstract With an ever-increasing need of skilled healthcare workers, efficient learning methods like Virtual Reality (VR) are becoming increasingly important. We developed and tested a VR simulation for endotracheal suctioning. The aim of this pilot study was to examine the VR simulation’s acceptance and increase of knowledge among participants. Furthermore, the effects of presence on acceptance and increase of knowledge were investigated. A total of 51 students participated in the pilot study, using a quasi-experimental pre-post-test design. A modified Unified Theory of Acceptance and Use of Technology (UTAUT) and the Igroup Presence Questionnaire (IPQ) were used. Correlation and regression analyses were performed. Pre- and post-tests showed a significant increase of knowledge (p < 0.001). The correlation between presence and behavioural intention was highly positive (r = 0.52, p < 0.001). Performance and effort expectancy are dominant effects on behavioural intention of using the VR simulation as an educational tool. The results indicate that a simulation which conveys a higher sense of presence is more likely to be accepted by learners. Regarding outcomes of presence on increase of knowledge, we found no significant correlation. Based on our study, we propose a design for a future mixed reality simulation with haptic elements and a plan on how to assess skills improvement.

Turning data into reality

2018 ◽  
Author(s):  
S Leinster-Evans ◽  
J Newell ◽  
S Luck
Keyword(s):  
Virtual Reality ◽  
Mixed Reality ◽  
Training System ◽  
Value Proposition ◽  
Immersive Environments ◽  
Training Environment ◽  
Service Support ◽  
Rich Data ◽  
And Training

This paper looks to expand on the INEC 2016 paper ‘The future role of virtual reality within warship support solutions for the Queen Elizabeth Class aircraft carriers’ presented by Ross Basketter, Craig Birchmore and Abbi Fisher from BAE Systems in May 2016 and the EAAW VII paper ‘Testing the boundaries of virtual reality within ship support’ presented by John Newell from BAE Systems and Simon Luck from BMT DSL in June 2017. BAE Systems and BMT have developed a 3D walkthrough training system that supports the teams working closely with the QEC Aircraft Carriers in Portsmouth and this work was presented at EAAW VII. Since then this work has been extended to demonstrate the art of the possible on Type 26. This latter piece of work is designed to explore the role of 3D immersive environments in the development and fielding of support and training solutions, across the range of support disciplines. The combined team are looking at how this digital thread leads from design of platforms, both surface and subsurface, through build into in-service support and training. This rich data and ways in which it could be used in the whole lifecycle of the ship, from design and development (used for spatial acceptance, HazID, etc) all the way through to operational support and maintenance (in conjunction with big data coming off from the ship coupled with digital tech docs for maintenance procedures) using constantly developing technologies such as 3D, Virtual Reality, Augmented Reality and Mixed Reality, will be proposed.  The drive towards gamification in the training environment to keep younger recruits interested and shortening course lengths will be explored. The paper develops the options and looks to how this technology can be used and where the value proposition lies. 

56. Proficiency at the end of practice predicts retention of a technical clinical skills

2007 ◽  
Vol 30 (4) ◽  
pp. 59
Author(s):  
H. Carnahan ◽  
E. Hagemann ◽  
A. Dubrowski
Keyword(s):  
Virtual Reality ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Technical Skills ◽  
Skills Training ◽  
Retention Performance ◽  
Specific Criterion ◽  
Practice Trials ◽  
Practice Time ◽  
Criterion Time

A debate is emerging regarding the efficacy of proficiency based versus duration based training of technical skills. It is not clear whether the performance level attained at the end of practice (i.e., proficiency criteria), or the overall amount of practice performed during learning will best predict the retention of a technical clinical skill. The skill learned was the single-handed double square-knot. Forty two trainees learned the skill through video-based instruction and were divided into three groups (14 participants per group) each with a specific criterion time to tie the knot (10, 15, and 20 seconds). Practice continued until participants completed the knot within their criterion time. The total number of trials, and the overall practice time required to obtain each respective criterion were recorded during practice. Participants returned one-week later for a timed retention test consisting of one trial of the knot tying skill with no video instruction. A multiple regression analysis tested whether the amount of practice, the total practice time, or the criterion reached at the end of practice was the best predictor of the time taken to perform the skill during retention. This analysis showed that the number of practice trials was highly correlated with total practice time (r = .82, p = .01), therefore total practice time was withdrawn as a predictor variable from the subsequent analysis. The regression showed that the only significant predictor of retention performance was the criterion reached at the end of practice (p = .03). The number of practice trials was not found to significantly predict the retention performance (p = .87). The results support the notion that proficiency based training results in better retention of a technical clinical skill in comparison to duration based approaches. This provides evidence for the introduction of proficiency based educational approaches in technical skills curricula. Jowett N, LeBlanc V, Xeroulis G, MacRae H, Dubrowski A. Surgical skill acquisition with self-directed practice using computer-based video training. Am J Surg. 2007; 193(2):237-42. Gallagher AG, Ritter EM, Champion H, Higgins G, Fried MP, Moses G, Smith CD, Satava RM. Virtual reality simulation for the operating room: proficiency-based training as a paradigm shift in surgical skills training. Ann Surg. 2005; 241(2):364-72. Van Sickle KR, Ritter EM, McClusky DA, Lederman A, Baghai M, Gallagher AG, Smith CD. Attempted establishment of proficiency levels for laparoscopic performance on a national scale using simulation: the results from the 2004 SAGES Minimally Invasive Surgical Trainer-Virtual Reality (MIST-VR) learning center study. Surg Endosc. 2007; 21(1):5-10.

Virtual reality in social skills training programs for people with schizophrenia: A systematic review and focus group

2021 ◽  
pp. 030802262110113
Author(s):  
Catarina Oliveira ◽  
Raquel Simões de Almeida ◽  
António Marques
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Virtual Reality ◽  
Social Skills ◽  
Focus Group ◽  
Social Skills Training ◽  
Occupational Therapists ◽  
Skills Training ◽  
Training Programme ◽  
Cochrane Library

Introduction This study aims to determine the guidelines for the design of a social skills training programme for people with schizophrenia using virtual reality. Methods This article encompasses two studies: Study 1, a systematic review of five articles indexed in the databases B-on, PubMed, Clinical trials and Cochrane Library (2010–2020); Study 2, a focus group of occupational therapists trained in mental health and multimedia professionals, in which they discussed the outline of such a programme. Results A set of guidelines were identified as central and consensual which should be included in the programme. It must have multilevel logic and gradual learning, with simulations of everyday situations, in which it is possible to practise the skills of conversation and communication. Virtual reality provides people with schizophrenia with unlimited opportunities, enhancing a personalized intervention. Conclusion Social skills training could be part of the treatment for people with schizophrenia, and virtual reality is a promising tool to complement traditional training, although still little implemented in mental health services. Occupational therapists have a prominent role in the development and application of this because of their knowledge of activity analysis and their ability to facilitate the generalization of skills in different contexts.

What are the risks of Virtual Reality data? Learning Analytics, Algorithmic Bias and a Fantasy of Perfect Data

2021 ◽  
pp. 146144482110127
Author(s):  
Marcus Carter ◽  
Ben Egliston
Keyword(s):  
Virtual Reality ◽  
Learning Process ◽  
Learning Analytics ◽  
Soft Skills ◽  
Education Technology ◽  
Skills Training ◽  
Emerging Technology ◽  
Critical Issues ◽  
Vr Training ◽  
Algorithmic Bias

Virtual reality (VR) is an emerging technology with the potential to extract significantly more data about learners and the learning process. In this article, we present an analysis of how VR education technology companies frame, use and analyse this data. We found both an expansion and acceleration of what data are being collected about learners and how these data are being mobilised in potentially discriminatory and problematic ways. Beyond providing evidence for how VR represents an intensification of the datafication of education, we discuss three interrelated critical issues that are specific to VR: the fantasy that VR data is ‘perfect’, the datafication of soft-skills training, and the commercialisation and commodification of VR data. In the context of the issues identified, we caution the unregulated and uncritical application of learning analytics to the data that are collected from VR training.

scholarly journals Effect of the haptic 3D virtual reality dental training simulator on assessment of tooth preparation

2021 ◽  
Author(s):  
Akitaka Hattori ◽  
Ken-ichi Tonami ◽  
Jun Tsuruta ◽  
Masayuki Hideshima ◽  
Yasuyuki Kimura ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Training Simulator ◽  
Tooth Preparation
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