Professional reflection – Mixed reality to augment the next generation of aviation professionals

Author(s):  
Lori J. Brown
2009 ◽  
Vol 8 (2) ◽  
pp. 83-90 ◽  
Author(s):  
Adrian David Cheok ◽  
Michael Haller ◽  
Owen Noel Newton Fernando ◽  
Janaka Prasad Wijesena

Social and physical interactions are new paradigms that outline the vision of the next generation of entertainment. We can provide these interactions through employment of technologies such as mixed reality to merge the human physical world with the virtual game world. However, there are a few obstacles in achieving physical, mobile, tangible and social interaction for people's entertainment. The authors had organized a workshop on this topic of "Mixed Reality Entertainment and Art" at the ISMAR 2007 conference in Nara, and the presentations are summarized in this paper. Furthermore, the authors detail their related systems, including BlogWall, MediaMe, and Shared Design Space to provide artistic and entertainment mixed reality.


Author(s):  
Kristin M. Murphy ◽  
Jon Cash ◽  
Janna Jackson Kellinger

Similar to flight simulators used to train airline pilots prior to flying an actual airplane, mixed-reality simulations allow students to practice behaviors expected in their future career. In this chapter, we present mixed reality simulations as a tool for next generation teaching and learning in college classrooms based on a review of the research and our own practice using mixed reality simulations in teacher preparation courses. First, we will define mixed reality simulations and present a review of the literature. Next, we will engage in a discussion of the ways in which we have utilized mixed reality simulations in in our college-level instruction for students preparing to become teachers. Then, we will discuss potential opportunities and applications for mixed reality simulations in coursework beyond teacher education. Finally, we will discuss challenges and implications for future implementation of mixed reality simulations in coursework for next generation teaching and learning.


2021 ◽  
Vol 80 (Suppl 1) ◽  
pp. 1028.1-1028
Author(s):  
S. Y. Kawashiri ◽  
F. Nonaka ◽  
S. Chiba ◽  
T. Honda ◽  
T. Nakajima ◽  
...  

Background:Telemedicine can be performed using a conventional videophone or web conferencing system. Then, joint lesions can only be observed and inferred from two-dimensional images, and it is difficult to perform accurate joint assessments, which is essential for the management of rheumatoid arthritis (RA).Objectives:To develop the next-generation online telemedicine system utilizing mixed reality for RA.Methods:We have developed a system that can assess joints accurately in three-dimensions images in real-time, using Azure Kinect DK (depth sensor)/ HoloLens 2 (headset), which are mixed reality technologies, and Teams (online interview/chat) provided by Microsoft. Furthermore, by applying artificial intelligence (AI), we plan to implement additionally to this system 1) a function to quickly catch and automatically evaluate the patient’s anxiety and changes in facial expressions at the time of examination, 2) a function to record dialogue with the patient in chronological order, 3) a function to support the detection of swollen joints, and 4) function to automatically analyze the questionnaire.Results:This system remotely connects a rheumatologist in the Nagasaki University Hospital (Nagasaki City, urban area) and a patient with RA and a non- rheumatologist in the Goto Central Hospital (Goto Island, rural area). A three-dimensional hologram of the patient’s hand projected in front of a rheumatologist. Using this system, we are able to evaluate joints more accurately than using a conventional videophone or web conferencing system.Conclusion:It is expected that this system will enable remote medical care specializing in rheumatology, which is standardized at a high level even in areas without rheumatologists such as remote islands and remote areas. This system remotely connects Nagasaki City and Goto Island, but due to the performance of the system, it is not limited to these areas and it is possible to connect rheumatologists to any area that can be connected to the network. It is also effective for the purpose of avoiding the risk of infection during long-distance hospital visits under the epidemic of COVID-19 infection.References:[1]Mov Disord. 2020;35:1719-1720.Disclosure of Interests:Shin-ya Kawashiri Speakers bureau: Speaker fees from AbbVie, Asahi Kasei, Astellas, Chugai, Eisai, Eli Lilly, Mitsubishi Tanabe, Novartis, and ONO., Grant/research support from: Research grants from Pfizer., Fumiaki Nonaka: None declared, Shinji Chiba: None declared, Tomoyuki Honda: None declared, Tomohiko Nakajima: None declared, Tomoyuki Ishikawa: None declared, Atsushi Kawakami Speakers bureau: Speaker fees from AbbVie, Actelion, Asahi Kasei, Astellas, Boehringer Ingelheim, Celltrion, Chugai, Daiichi Sankyo, Eisai, Eli Lilly, GSK, Janssen, Kowa, MedPeer, Mitsubishi Tanabe, Novartis, ONO, Pfizer, Taisho, and Takeda., Grant/research support from: Grants and research support from AbbVie, Actelion, Asahi Kasei, Astellas, AYUMI, Boehringer Ingelheim, Bristol-Myers Squibb, Celltrion, Chugai, Daiichi Sankyo, Eisai, Eli Lilly, Kyowa Hakko Kirin, MSD, Neopharma, Novartis, ONO, Sanofi, Taisho, Takeda Science Foundation, and Teijin


Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder

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.


2004 ◽  
Vol 171 (4S) ◽  
pp. 389-389
Author(s):  
Manoj Monga ◽  
Ramakrishna Venkatesh ◽  
Sara Best ◽  
Caroline D. Ames ◽  
Courtney Lee ◽  
...  

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