1.
Wang, Qile; Zhang, Qinqi; Sun, Weitong; Boulay, Chadwick; Kim, Kangsoo; Barmaki, Roghayeh Leila
A scoping review of the use of lab streaming layer framework in virtual and augmented reality research Journal Article
In: Virtual Reality, 2023.
@article{wang2023scopingreview,
title = {A scoping review of the use of lab streaming layer framework in virtual and augmented reality research},
author = {Qile Wang and Qinqi Zhang and Weitong Sun and Chadwick Boulay and Kangsoo Kim and Roghayeh Leila Barmaki},
doi = {https://doi.org/10.1007/s10055-023-00799-8},
year = {2023},
date = {2023-05-02},
urldate = {2023-05-02},
journal = {Virtual Reality},
abstract = {The use of multimodal data allows excellent opportunities for human–computer interaction research and novel techniques regarding virtual and augmented reality (VR/AR) experiences. Collecting, coordinating, and synchronizing a large amount of data from multiple VR/AR hardware while maintaining a high framerate can be a daunting task, despite the compelling nature of multimodal data. The Lab Streaming Layer (LSL) is an open-source framework that enables the synchronous collection of various types of multimodal data, unlike existing expensive alternatives. However, despite its potential, this framework has not been fully adopted by the VR/AR research community. In this paper, we present a guideline of the LSL framework’s use in VR/AR research as well as report current trends by performing a comprehensive literature review on the subject. We extract 549 publications using LSL from January 2015 to March 2022. We analyze types of data, displays, and targeted application areas. We describe in-depth reviews of 38 selected papers and provide use of LSL in the VR/AR research community while highlighting benefits, challenges, and future opportunities.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The use of multimodal data allows excellent opportunities for human–computer interaction research and novel techniques regarding virtual and augmented reality (VR/AR) experiences. Collecting, coordinating, and synchronizing a large amount of data from multiple VR/AR hardware while maintaining a high framerate can be a daunting task, despite the compelling nature of multimodal data. The Lab Streaming Layer (LSL) is an open-source framework that enables the synchronous collection of various types of multimodal data, unlike existing expensive alternatives. However, despite its potential, this framework has not been fully adopted by the VR/AR research community. In this paper, we present a guideline of the LSL framework’s use in VR/AR research as well as report current trends by performing a comprehensive literature review on the subject. We extract 549 publications using LSL from January 2015 to March 2022. We analyze types of data, displays, and targeted application areas. We describe in-depth reviews of 38 selected papers and provide use of LSL in the VR/AR research community while highlighting benefits, challenges, and future opportunities.
2.
Musa, Dahlia; Gonzalez, Laura; Diaz, Desiree; Penny, Heidi; Daher, Salam
Interactivity in Remote Healthcare Simulation Conference
International Nursing Association for Clinical Simulation and Learning (INACSL), 2022.
@conference{musa2022interactivity,
title = {Interactivity in Remote Healthcare Simulation},
author = {Dahlia Musa and Laura Gonzalez and Desiree Diaz and Heidi Penny and Salam Daher},
url = {https://drive.google.com/file/d/1wOXgRjV5HzA4Hen42mtSPoAjCucF_9yV/view},
year = {2022},
date = {2022-06-18},
urldate = {2022-06-18},
booktitle = {International Nursing Association for Clinical Simulation and Learning (INACSL)},
pages = {49},
abstract = {During the COVID-19 pandemic, nurse educators struggled to conduct manikin-based simulation due to limitations of safety and remote accessibility. Videos may have been used by educators as a substitute because they were cost-effective and could be conducted remotely. However, video lacks interactivity, which is a component of the standards of best practice for Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content healthcare simulation. We developed an into an interactive simulation that can be delivered to students via a video conferencing application (Musa et al., 2021). This study utilized the IVS software to compare an interactive video (INT) simulation and non-interactive video (VID) simulation. Research questions were: (1) Does interactivity engage students in problem-solving more than non-interactivity? (2) Does interactivity increase the authenticity of decision-making more than non-interactivity? Students completed a questionnaire derived from the Self-Assessment Teamwork Tool for Students (SATTS) (Gordon et al., 2016) and Virtual Patient Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, respectively. The mean INT score was greater than the mean VID score for two questionnaire items (p < 0.05). Students felt that in the INT simulation, teamwork was useful when problem-solving and the virtual simulation was authentic with regards to making decisions a nurse would make in real life. These results indicate that the interactive component encouraged collaboration to solve problems presented in the scenario and more accurately replicated the decision-making process of a nurse in a clinical setting.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
During the COVID-19 pandemic, nurse educators struggled to conduct manikin-based simulation due to limitations of safety and remote accessibility. Videos may have been used by educators as a substitute because they were cost-effective and could be conducted remotely. However, video lacks interactivity, which is a component of the standards of best practice for Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content healthcare simulation. We developed an into an interactive simulation that can be delivered to students via a video conferencing application (Musa et al., 2021). This study utilized the IVS software to compare an interactive video (INT) simulation and non-interactive video (VID) simulation. Research questions were: (1) Does interactivity engage students in problem-solving more than non-interactivity? (2) Does interactivity increase the authenticity of decision-making more than non-interactivity? Students completed a questionnaire derived from the Self-Assessment Teamwork Tool for Students (SATTS) (Gordon et al., 2016) and Virtual Patient Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, respectively. The mean INT score was greater than the mean VID score for two questionnaire items (p < 0.05). Students felt that in the INT simulation, teamwork was useful when problem-solving and the virtual simulation was authentic with regards to making decisions a nurse would make in real life. These results indicate that the interactive component encouraged collaboration to solve problems presented in the scenario and more accurately replicated the decision-making process of a nurse in a clinical setting.
3.
Gonzalez, Laura; Daher, Salam; Welch, Gregory
Neurological Assessment Using a Physical-Virtual Patient (PVP). Journal Article
In: vol. 51, iss. 6, pp. 802-818, 2020.
@article{gonzalez2020neurological,
title = {Neurological Assessment Using a Physical-Virtual Patient (PVP).},
author = {Laura Gonzalez and Salam Daher and Gregory Welch},
url = {https://journals.sagepub.com/doi/pdf/10.1177/1046878120947462},
doi = {10.1177/1046878120947462},
year = {2020},
date = {2020-08-12},
urldate = {2020-08-12},
booktitle = {Simulation and Gaming},
volume = {51},
issue = {6},
pages = {802-818},
abstract = {Background. Simulation has revolutionized teaching and learning. However, traditional manikins are limited in their ability to exhibit emotions, movements, and interactive eye gaze. As a result, students struggle with immersion and may be unable to authentically relate to the patient. Intervention. We developed a new type of patient simulator called the Physical-Virtual Patients (PVP) which combines the physicality of manikins with the richness of dynamic visuals. The PVP uses spatial Augmented Reality to rear project dynamic imagery (e.g., facial expressions, ptosis, pupil reactions) on a semi-transparent physical shell. The shell occupies space and matches the dimensions of a human head. Methods. We compared two groups of third semester nursing students (N=59) from a baccalaureate program using a between-participant design, one group interacting with a traditional high-fidelity manikin versus a more realistic PVP head. The learners had to perform a neurological assessment. We measured authenticity, urgency, and learning. Results. Learners had a more realistic encounter with the PVP patient (p=0.046), they were more engaged with the PVP condition compared to the manikin in terms of authenticity of encounter and cognitive strategies. The PVP provoked a higher sense of urgency (p=0.002). There was increased learning for the PVP group compared to the manikin group on the pre and post-simulation scores (p=0.027). Conclusion. The realism of the visuals in the PVP increases authenticity and engagement which results in a greater sense of urgency and overall learning.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Background. Simulation has revolutionized teaching and learning. However, traditional manikins are limited in their ability to exhibit emotions, movements, and interactive eye gaze. As a result, students struggle with immersion and may be unable to authentically relate to the patient. Intervention. We developed a new type of patient simulator called the Physical-Virtual Patients (PVP) which combines the physicality of manikins with the richness of dynamic visuals. The PVP uses spatial Augmented Reality to rear project dynamic imagery (e.g., facial expressions, ptosis, pupil reactions) on a semi-transparent physical shell. The shell occupies space and matches the dimensions of a human head. Methods. We compared two groups of third semester nursing students (N=59) from a baccalaureate program using a between-participant design, one group interacting with a traditional high-fidelity manikin versus a more realistic PVP head. The learners had to perform a neurological assessment. We measured authenticity, urgency, and learning. Results. Learners had a more realistic encounter with the PVP patient (p=0.046), they were more engaged with the PVP condition compared to the manikin in terms of authenticity of encounter and cognitive strategies. The PVP provoked a higher sense of urgency (p=0.002). There was increased learning for the PVP group compared to the manikin group on the pre and post-simulation scores (p=0.027). Conclusion. The realism of the visuals in the PVP increases authenticity and engagement which results in a greater sense of urgency and overall learning.
2023
Qile Wang, Qinqi Zhang, Weitong Sun, Chadwick Boulay, Kangsoo Kim, Roghayeh Leila Barmaki
A scoping review of the use of lab streaming layer framework in virtual and augmented reality research Journal Article
In: Virtual Reality, 2023.
Abstract | Links | BibTeX | Tags: 2023, geriatric, patient, simulation, vgp, Virtual Human
@article{wang2023scopingreview,
title = {A scoping review of the use of lab streaming layer framework in virtual and augmented reality research},
author = {Qile Wang and Qinqi Zhang and Weitong Sun and Chadwick Boulay and Kangsoo Kim and Roghayeh Leila Barmaki},
doi = {https://doi.org/10.1007/s10055-023-00799-8},
year = {2023},
date = {2023-05-02},
urldate = {2023-05-02},
journal = {Virtual Reality},
abstract = {The use of multimodal data allows excellent opportunities for human–computer interaction research and novel techniques regarding virtual and augmented reality (VR/AR) experiences. Collecting, coordinating, and synchronizing a large amount of data from multiple VR/AR hardware while maintaining a high framerate can be a daunting task, despite the compelling nature of multimodal data. The Lab Streaming Layer (LSL) is an open-source framework that enables the synchronous collection of various types of multimodal data, unlike existing expensive alternatives. However, despite its potential, this framework has not been fully adopted by the VR/AR research community. In this paper, we present a guideline of the LSL framework’s use in VR/AR research as well as report current trends by performing a comprehensive literature review on the subject. We extract 549 publications using LSL from January 2015 to March 2022. We analyze types of data, displays, and targeted application areas. We describe in-depth reviews of 38 selected papers and provide use of LSL in the VR/AR research community while highlighting benefits, challenges, and future opportunities.},
keywords = {2023, geriatric, patient, simulation, vgp, Virtual Human},
pubstate = {published},
tppubtype = {article}
}
The use of multimodal data allows excellent opportunities for human–computer interaction research and novel techniques regarding virtual and augmented reality (VR/AR) experiences. Collecting, coordinating, and synchronizing a large amount of data from multiple VR/AR hardware while maintaining a high framerate can be a daunting task, despite the compelling nature of multimodal data. The Lab Streaming Layer (LSL) is an open-source framework that enables the synchronous collection of various types of multimodal data, unlike existing expensive alternatives. However, despite its potential, this framework has not been fully adopted by the VR/AR research community. In this paper, we present a guideline of the LSL framework’s use in VR/AR research as well as report current trends by performing a comprehensive literature review on the subject. We extract 549 publications using LSL from January 2015 to March 2022. We analyze types of data, displays, and targeted application areas. We describe in-depth reviews of 38 selected papers and provide use of LSL in the VR/AR research community while highlighting benefits, challenges, and future opportunities.
2022
Dahlia Musa, Laura Gonzalez, Desiree Diaz, Heidi Penny, Salam Daher
Interactivity in Remote Healthcare Simulation Conference
International Nursing Association for Clinical Simulation and Learning (INACSL), 2022.
Abstract | Links | BibTeX | Tags: authenticity, Dahila Musa, Desiree Diaz, Heidi Penny, Interactivity, Laura Gonzalez, remote learning, Salam Daher, simulation, teamwork, video
@conference{musa2022interactivity,
title = {Interactivity in Remote Healthcare Simulation},
author = {Dahlia Musa and Laura Gonzalez and Desiree Diaz and Heidi Penny and Salam Daher},
url = {https://drive.google.com/file/d/1wOXgRjV5HzA4Hen42mtSPoAjCucF_9yV/view},
year = {2022},
date = {2022-06-18},
urldate = {2022-06-18},
booktitle = {International Nursing Association for Clinical Simulation and Learning (INACSL)},
pages = {49},
abstract = {During the COVID-19 pandemic, nurse educators struggled to conduct manikin-based simulation due to limitations of safety and remote accessibility. Videos may have been used by educators as a substitute because they were cost-effective and could be conducted remotely. However, video lacks interactivity, which is a component of the standards of best practice for Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content healthcare simulation. We developed an into an interactive simulation that can be delivered to students via a video conferencing application (Musa et al., 2021). This study utilized the IVS software to compare an interactive video (INT) simulation and non-interactive video (VID) simulation. Research questions were: (1) Does interactivity engage students in problem-solving more than non-interactivity? (2) Does interactivity increase the authenticity of decision-making more than non-interactivity? Students completed a questionnaire derived from the Self-Assessment Teamwork Tool for Students (SATTS) (Gordon et al., 2016) and Virtual Patient Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, respectively. The mean INT score was greater than the mean VID score for two questionnaire items (p < 0.05). Students felt that in the INT simulation, teamwork was useful when problem-solving and the virtual simulation was authentic with regards to making decisions a nurse would make in real life. These results indicate that the interactive component encouraged collaboration to solve problems presented in the scenario and more accurately replicated the decision-making process of a nurse in a clinical setting.},
keywords = {authenticity, Dahila Musa, Desiree Diaz, Heidi Penny, Interactivity, Laura Gonzalez, remote learning, Salam Daher, simulation, teamwork, video},
pubstate = {published},
tppubtype = {conference}
}
During the COVID-19 pandemic, nurse educators struggled to conduct manikin-based simulation due to limitations of safety and remote accessibility. Videos may have been used by educators as a substitute because they were cost-effective and could be conducted remotely. However, video lacks interactivity, which is a component of the standards of best practice for Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content healthcare simulation. We developed an into an interactive simulation that can be delivered to students via a video conferencing application (Musa et al., 2021). This study utilized the IVS software to compare an interactive video (INT) simulation and non-interactive video (VID) simulation. Research questions were: (1) Does interactivity engage students in problem-solving more than non-interactivity? (2) Does interactivity increase the authenticity of decision-making more than non-interactivity? Students completed a questionnaire derived from the Self-Assessment Teamwork Tool for Students (SATTS) (Gordon et al., 2016) and Virtual Patient Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, respectively. The mean INT score was greater than the mean VID score for two questionnaire items (p < 0.05). Students felt that in the INT simulation, teamwork was useful when problem-solving and the virtual simulation was authentic with regards to making decisions a nurse would make in real life. These results indicate that the interactive component encouraged collaboration to solve problems presented in the scenario and more accurately replicated the decision-making process of a nurse in a clinical setting.
2020
Laura Gonzalez, Salam Daher, Gregory Welch
Neurological Assessment Using a Physical-Virtual Patient (PVP). Journal Article
In: vol. 51, iss. 6, pp. 802-818, 2020.
Abstract | Links | BibTeX | Tags: Authentic learning, dynamic visual, engagement, gaming, knowledge retention, pvp, simulation, virtual reality
@article{gonzalez2020neurological,
title = {Neurological Assessment Using a Physical-Virtual Patient (PVP).},
author = {Laura Gonzalez and Salam Daher and Gregory Welch},
url = {https://journals.sagepub.com/doi/pdf/10.1177/1046878120947462},
doi = {10.1177/1046878120947462},
year = {2020},
date = {2020-08-12},
urldate = {2020-08-12},
booktitle = {Simulation and Gaming},
volume = {51},
issue = {6},
pages = {802-818},
abstract = {Background. Simulation has revolutionized teaching and learning. However, traditional manikins are limited in their ability to exhibit emotions, movements, and interactive eye gaze. As a result, students struggle with immersion and may be unable to authentically relate to the patient. Intervention. We developed a new type of patient simulator called the Physical-Virtual Patients (PVP) which combines the physicality of manikins with the richness of dynamic visuals. The PVP uses spatial Augmented Reality to rear project dynamic imagery (e.g., facial expressions, ptosis, pupil reactions) on a semi-transparent physical shell. The shell occupies space and matches the dimensions of a human head. Methods. We compared two groups of third semester nursing students (N=59) from a baccalaureate program using a between-participant design, one group interacting with a traditional high-fidelity manikin versus a more realistic PVP head. The learners had to perform a neurological assessment. We measured authenticity, urgency, and learning. Results. Learners had a more realistic encounter with the PVP patient (p=0.046), they were more engaged with the PVP condition compared to the manikin in terms of authenticity of encounter and cognitive strategies. The PVP provoked a higher sense of urgency (p=0.002). There was increased learning for the PVP group compared to the manikin group on the pre and post-simulation scores (p=0.027). Conclusion. The realism of the visuals in the PVP increases authenticity and engagement which results in a greater sense of urgency and overall learning.},
keywords = {Authentic learning, dynamic visual, engagement, gaming, knowledge retention, pvp, simulation, virtual reality},
pubstate = {published},
tppubtype = {article}
}
Background. Simulation has revolutionized teaching and learning. However, traditional manikins are limited in their ability to exhibit emotions, movements, and interactive eye gaze. As a result, students struggle with immersion and may be unable to authentically relate to the patient. Intervention. We developed a new type of patient simulator called the Physical-Virtual Patients (PVP) which combines the physicality of manikins with the richness of dynamic visuals. The PVP uses spatial Augmented Reality to rear project dynamic imagery (e.g., facial expressions, ptosis, pupil reactions) on a semi-transparent physical shell. The shell occupies space and matches the dimensions of a human head. Methods. We compared two groups of third semester nursing students (N=59) from a baccalaureate program using a between-participant design, one group interacting with a traditional high-fidelity manikin versus a more realistic PVP head. The learners had to perform a neurological assessment. We measured authenticity, urgency, and learning. Results. Learners had a more realistic encounter with the PVP patient (p=0.046), they were more engaged with the PVP condition compared to the manikin in terms of authenticity of encounter and cognitive strategies. The PVP provoked a higher sense of urgency (p=0.002). There was increased learning for the PVP group compared to the manikin group on the pre and post-simulation scores (p=0.027). Conclusion. The realism of the visuals in the PVP increases authenticity and engagement which results in a greater sense of urgency and overall learning.