scholarly journals Development of the Tactile Map Creator (TMC) Application

Disabilities ◽  
2021 ◽  
Vol 2 (1) ◽  
pp. 19-27
Author(s):  
Howard Kaplan ◽  
Anna Pyayt

There are multiple studies demonstrating that 3D printed maps are important to people with blindness. When designed properly, they help users by improving safety and mobility and allow people with blindness to efficiently learn spatial information from the map and plan their travel prior to navigation. However, tactile maps are still not widely among people with blindness, as they are not readily available to them. Creating maps for each person needing a map of a certain location currently requires help from an individual with advanced technical training. They need to use specialized software for 3D models that personnel from disability services and family members of people with blindness usually have no experience with. The goal of this research is to design and implement software that can be used for the automatic generation of maps and be accessible to the general public. Our hypothesis is that by automating all the challenging steps (generation of the 3D model and drawing of optimally designed symbols), this will lead to increased usability and acceptance. Here, we demonstrated an early prototype and evaluated our hypothesis in a user study. To assess the success of this approach, participants answered questions about the process, usability, and social impacts of the software. Overall, participants liked the application because it was easy to use and allowed them to create custom maps with appropriate tactile-encoding features that provide meaningful information to the end user.

2020 ◽  
Vol 114 (5) ◽  
pp. 370-381
Author(s):  
Derrick W. Smith ◽  
Sandra A. Lampley ◽  
Bob Dolan ◽  
Greg Williams ◽  
David Schleppenbach ◽  
...  

Introduction: The emerging technology of three-dimensional (3D) printing has the potential to provide unique 3D modeling to support specific content in science, technology, engineering, and mathematics (STEM) education, particularly chemistry. Method: Seventeen ( n = 17) students with visual impairments were provided direct instruction on chemistry atomic orbital content and allowed to use either print or tactile graphics or 3D models in rotating order. Participants were asked specific content questions based upon the atomic orbitals. Results: The students were asked two sets of comprehension questions: general and specific. Overall, students’ responses for general questions increased per iteration regardless of which manipulative was used. For specific questions, the students answered more questions correctly when using the 3D model regardless of order. When asked about their perceptions toward the manipulatives, the students preferred the 3D model over print or tactile graphics. Discussion: The findings show the potential for 3D printed materials in learning complex STEM content. Although the students preferred the 3D models, they all mentioned that a combination of manipulatives helped them better understand the material. Implications for practitioners: Practitioners should consider the use of manipulatives that include 3D printed materials to support STEM education.


2019 ◽  
Vol 10 (20) ◽  
pp. 70
Author(s):  
Gabriela Lorenzo ◽  
Luciano Lopez ◽  
Reinaldo A. Moralejo ◽  
Luis M. Del Papa

<p>Photogrammetry has recently been incorporated into archaeological research, replacing much more expensive techniques while still generating high resolution results. This technique converts two dimensional (2D) images into three-dimensional (3D) models, allowing for the complex analysis of geometric and spatial information. It has become one of the most used methods for the 3D recording of cultural heritage objects. Among its possible archaeological uses are: digitally documenting an archaeological dig at low cost, aiding the decision-making process (Dellepiane et al., 2013); spatial surveying of archaeological sites; 3D model generation of archaeological objects and digitisation of archaeological collections (Adami et al., 2018; Aparicio Resco et al., 2014; Cots et al., 2018; Iturbe et al., 2018; Moyano, 2017).</p><p>The objective of this paper is to show the applicability of 3D models based on SfM (Structure from Motion) photogrammetry for archaeofauna analyses. We created 3D models of four camelid (Lama glama) bone elements (skull, radius-ulna, metatarsus and proximal phalange), aiming to demonstrate the advantages of 3D models over 2D osteological guides, which are usually used to perform anatomical and systematic determination of specimens.</p><p>Photographs were taken with a 16 Megapixel Nikon D5100 DSLR camera mounted on a tripod, with the distance to the object ranging between 1 and 3 m and using a 50mm fixed lens. Each bone element was placed on a 1 m tall stool, with a green, high contrast background. Photographs were shot at regular intervals of 10-15º, moving in a circle. Sets of around 30 pictures were taken from three circumferences at vertical angles of 0º, 45º and 60º. In addition, some detailed and overhead shots were taken from the dorsal and ventral sides of each bone element. Each set of dorsal and ventral photos was imported to Agisoft Photoscan Professional. A workflow (Fig. 4) of alignment, tie point matching, high resolution 3D dense point cloud construction, and creation of a triangular mesh covered with a photographic texture was performed. Finally the dorsal and ventral models were aligned and merged and the 3D model was accurately scaled. In order to determine accuracy of the models, linear measurements were performed and compared to a digital gauge measurement of the physical bones, obtaining a difference of less than 0.5 mm.</p><p>Furthermore, five archaeological specimens were selected to compare our 3D models with the most commonly used 2D camelid atlas (Pacheco Torres et al., 1986; Sierpe, 2015). In the particular case of archaeofaunal analyses, where anatomical and systematic determination of the specimens is the key, digital photogrammetry has proven to be more effective than traditional 2D documentation methods. This is due to the fact that 2D osteological guides based on drawings or pictures lack the necessary viewing angles to perform an adequate and complete diagnosis of the specimens. Using new technology can deliver better results, producing more comprehensive information of the bone element, with great detail and geometrical precision and not limited to pictures or drawings at particular angles. In this paper we can see how 3D modelling with SfM-MVS (Structure from Motion-Multi View Stereo) allows the observation of an element from multiple angles. The possibility of zooming and rotating the models (Figs. 6g, 6h, 7d, 8c) improves the determination of the archaeological specimens.</p><p>Information on how the 3D model was produced is essential. A metadata file must include data on each bone element (anatomical and taxonomic) plus information on photographic quantity and quality. This file must also contain the software used to produce the model and the parameters and resolution of each step of the workflow (number of 3D points, mesh vertices, texture resolution and quantification of the error of the model). In short, 3D models are excellent tools for osteological guides.</p>


2021 ◽  
Vol 39 (6_suppl) ◽  
pp. 363-363
Author(s):  
E. Reilly Scott ◽  
Samuel Morano ◽  
Andrea Quinn ◽  
Erica Mann ◽  
Michelle Ho ◽  
...  

363 Background: 3D printing is a growing tool in surgical education due to the ability to visualize organs, tissue, and masses from multiple angles before operating on a patient. Previous studies using highly detailed and expensive 3D models costing between $1,000-250 per model have been shown to enhance patient and trainee comprehension of tumor characteristics, goals of surgery, and planned surgical procedure for partial nephrectomies. In our study we aim to use simpler and less expensive models in a greater range of patients receiving partial nephrectomies to determine the use of 3D models in patient, resident, and fellow education. Methods: 3D models of the effected kidney, mass, renal artery, and renal vein were created using preoperative imaging of undergoing partial nephrectomies at Thomas Jefferson University Hospital (TJUH) costing $35 per model. Residents and fellows filled out 3 surveys assessing their surgical plan and their confidence in the chosen plan at 3 time points: 1) Before seeing the model, 2) After seeing the model before surgery, and 3) After surgery. Ten patients filled out 2 surveys about their understanding of the kidney, their disease, the surgery they will undergo, and the risks involved with surgery before and after seeing the model. Results: Based on surveys to assess for surgical plan and confidence given to resident and fellow surgeons before and after seeing the 3D model, confidence significantly increased. Surveys given after surgery assessing anatomic and surgical comprehension found that resident and fellow surgeons rated the helpfulness of the models on their anatomical comprehension 7.6 out of 10 and the help of the models on their surgical confidence 7 out of 10. Patient understanding of their kidney, disease, and surgery significantly increased after seeing the 3D model, but the risks associated with surgery did not significantly increase. The extent that the model helped the patients learn about the kidney, their disease, the surgery, and the risks related to surgery were rated an average of 8.33, 9.67, 9.5, and 8.83 out of 10, respectively. Conclusions: Patient-specific 3D models for partial nephrectomies increase resident and fellow confidence in surgical approach and helped patients learn about their disease and feel comfortable going into surgery. Thus, it is important to continue to explore 3D models as an educational tool for both trainees and patients and potentially include 3D models as part of the standard of care. Further research could continue to explore the utility of 3D models as a pre-operative educational tool for both patients and trainees in other surgical fields.


2016 ◽  
Vol 34 (2) ◽  
pp. 239-258 ◽  
Author(s):  
Michael Groenendyk

Purpose – The number of 3D models available on the internet to both students and educators is rapidly expanding. Not only are the 3D model collections of popular websites like Thingiverse.com growing, organizations such as the Smithsonian Institution and NASA have also recently begun to build collections of 3D models and make these openly accessible online. Yet, even with increased interest in 3D printing and 3D scanning technologies, little is known about the overall structure of the 3D models available on the internet. The paper aims to discuss this issue. Design/methodology/approach – To initiate this project, a list was built of 33 of the most widely used 3D model websites on the internet. Freely downloadable models, as well as models available for purchase or as 3D printed objects were included in the list. Once the list of 33 websites was created, the data for each individual 3D model in the collections was manually assembled and recorded. The titles of the 3D models, keywords, subject headings, license information, and number of views and downloads were recorded, as this information was available. The data were gathered between January and May 2015, and compiled into a CSV database. To determine how online 3D model content relates to a variety of educational disciplines, relevant subject terms for a variety of educational disciples were extracted from the EBSCO database system. With this list of subject terms in hand, the keywords in the CSV database of model information were searched for each of the subject terms, with an automated process using a Perl script. Findings – There have been many teachers, professors, librarians and students who have purchased 3D printers with little or no 3D modelling skills. Without these skills the owners of these 3D printers are entirely reliant on the content created and freely shared by others to make use of their 3D printers. As the data collected for this research paper shows, the vast majority of open 3D model content available online pertains to the professions already well versed in 3D modelling and Computer Aided Design design, such as engineering and architecture. Originality/value – Despite that fact that librarians, teachers and other educators are increasingly using technologies that rely on open 3D model content as educational tools, no research has yet been done to assess the number of 3D models available online and what educational disciplines this content relates to. This paper attempts to fill this gap, providing an overview of the size of this content, the educational disciplines this content relates to and who has so far been responsible for developing this content. This information will be valuable to librarians and teachers currently working with technology such as 3D printers and virtual reality, as well as those considering investing in this technology.


2022 ◽  
Vol 15 (1) ◽  
pp. 1-17
Author(s):  
Stefan Krumpen ◽  
Reinhard Klein ◽  
Michael Weinmann

VR/AR technology is a key enabler for new ways of immersively experiencing cultural heritage artifacts based on their virtual counterparts obtained from a digitization process. In this article, we focus on enriching VR-based object inspection by additional haptic feedback, thereby creating tangible cultural heritage experiences. For this purpose, we present an approach for interactive and collaborative VR-based object inspection and annotation. Our system supports high-quality 3D models with accurate reflectance characteristics while additionally providing haptic feedback regarding shape features of the object based on a 3D printed replica. The digital object model in terms of a printable representation of the geometry as well as reflectance characteristics are stored in a compact and streamable representation on a central server, which streams the data to remotely connected users/clients. The latter can jointly perform an interactive inspection of the object in VR with additional haptic feedback through the 3D printed replica. Evaluations regarding system performance, visual quality of the considered models, as well as insights from a user study indicate an improved interaction, assessment, and experience of the considered objects.


Author(s):  
Sam Graeme Morgan Crossley ◽  
Melitta Anne McNarry ◽  
Parisa Eslambolchilar ◽  
Zoe Knowles ◽  
Kelly Alexandra Mackintosh

BACKGROUND In the United Kingdom, most youth fail to achieve the government guideline of 60 min of moderate to vigorous physical activity (MVPA) daily. Reasons that are frequently cited for the underachievement of this guideline include (1) a lack of awareness of personal physical activity levels (PALs) and (2) a lack of understanding of what activities and different intensities contribute to daily targets of physical activity (PA). Technological advances have enabled novel ways of representing PA data through personalized tangible three-dimensional (3D) models. OBJECTIVE The purpose of this study was to investigate the efficacy of 3D-printed models to enhance youth awareness and understanding of and motivation to engage in PA. METHODS A total of 39 primary school children (22 boys; mean age 7.9 [SD 0.3] years) and 58 secondary school adolescents (37 boys; mean age 13.8 [SD 0.3] years) participated in a 7-week fading intervention, whereby participants were given 3D-printed models of their previous week’s objectively assessed PALs at 4 time points. Following the receipt of their 3D model, each participant completed a short semistructured video interview (children, 4.5 [SD 1.2] min; adolescents, 2.2 [SD 0.6] min) to assess their PA awareness, understanding, and motivation. Data were transcribed verbatim and thematically analyzed to enable key emergent themes to be further explored and identified. RESULTS Analyses revealed that the 3D models enhanced the youths’ awareness of and ability to recall and self-evaluate their PA behaviors. By the end of the study, the youths, irrespective of age, were able to correctly identify and relate to the government’s PA guideline represented on the models, despite their inability to articulate the government's guideline through time and intensity. Following the fourth 3D model, 72% (71/97) of the youths used the models as a goal-setting strategy, further highlighting such models as a motivational tool to promote PA. CONCLUSIONS The results suggest that 3D-printed models of PA enhanced the youths’ awareness of their PA levels and provided a motivational tool for goal setting, potentially offering a unique strategy for future PA promotion.


2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Hirpa G. Lemu ◽  
Ove Mikkelsen

This article is based on a project run in 2018 and 2019 entitled “Educating Mechanical Engineering using 3D Printing – Under3DP”. The project was funded by Faculty of Science and Technology, University of Stavanger (UiS). The project is motivated by the current developments of the 3D printing technology in diverse disciplines whose initial inception was for rapid prototyping that can transform 3D models in computers to physical objects that the designer and/or the customer can touch, feel and better comprehend. Being one of the enablers of the digital transformations in manufacturing, the 3D printing technology is the fastest growing technologies and it is bringing more and more significant impacts to the manufacturing sector, healthcare, daily life, and the global economy. The pedagogical benefit of the project was evaluated using questionnaire based survey after the students of a course in Product Development and 3D Modelling have executed a mandatory group exercise to make 3D models of 3D printed samples and 3D print some of their 3D model ideas. According to the assessment results, more than 80% of the students who participated in the assessment responded that use of 3D fabricated parts in product design tasks have contributed to better understanding of the task and 3D printing has supported the learning process.


2018 ◽  
Vol 23 (6) ◽  
pp. 99-113
Author(s):  
Sha LIU ◽  
Feng YANG ◽  
Shunxi WANG ◽  
Yu CHEN

Materials ◽  
2021 ◽  
Vol 14 (4) ◽  
pp. 1021
Author(s):  
Bernhard Dorweiler ◽  
Pia Elisabeth Baqué ◽  
Rayan Chaban ◽  
Ahmed Ghazy ◽  
Oroa Salem

As comparative data on the precision of 3D-printed anatomical models are sparse, the aim of this study was to evaluate the accuracy of 3D-printed models of vascular anatomy generated by two commonly used printing technologies. Thirty-five 3D models of large (aortic, wall thickness of 2 mm, n = 30) and small (coronary, wall thickness of 1.25 mm, n = 5) vessels printed with fused deposition modeling (FDM) (rigid, n = 20) and PolyJet (flexible, n = 15) technology were subjected to high-resolution CT scans. From the resulting DICOM (Digital Imaging and Communications in Medicine) dataset, an STL file was generated and wall thickness as well as surface congruency were compared with the original STL file using dedicated 3D engineering software. The mean wall thickness for the large-scale aortic models was 2.11 µm (+5%), and 1.26 µm (+0.8%) for the coronary models, resulting in an overall mean wall thickness of +5% for all 35 3D models when compared to the original STL file. The mean surface deviation was found to be +120 µm for all models, with +100 µm for the aortic and +180 µm for the coronary 3D models, respectively. Both printing technologies were found to conform with the currently set standards of accuracy (<1 mm), demonstrating that accurate 3D models of large and small vessel anatomy can be generated by both FDM and PolyJet printing technology using rigid and flexible polymers.


2021 ◽  
Vol 11 (13) ◽  
pp. 6047
Author(s):  
Soheil Rezaee ◽  
Abolghasem Sadeghi-Niaraki ◽  
Maryam Shakeri ◽  
Soo-Mi Choi

A lack of required data resources is one of the challenges of accepting the Augmented Reality (AR) to provide the right services to the users, whereas the amount of spatial information produced by people is increasing daily. This research aims to design a personalized AR that is based on a tourist system that retrieves the big data according to the users’ demographic contexts in order to enrich the AR data source in tourism. This research is conducted in two main steps. First, the type of the tourist attraction where the users interest is predicted according to the user demographic contexts, which include age, gender, and education level, by using a machine learning method. Second, the correct data for the user are extracted from the big data by considering time, distance, popularity, and the neighborhood of the tourist places, by using the VIKOR and SWAR decision making methods. By about 6%, the results show better performance of the decision tree by predicting the type of tourist attraction, when compared to the SVM method. In addition, the results of the user study of the system show the overall satisfaction of the participants in terms of the ease-of-use, which is about 55%, and in terms of the systems usefulness, about 56%.


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