A Novel Tabletop and Tablet-Based Display System to Support Learner-Centric Ophthalmic Anatomy Education
This work couples the use of augmented and virtual reality, a tabletop display, and mobile devices (tablets and smartphones) to develop an innovative, system to support learner-centric anatomy education and training. The system provides a common tabletop
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Electrical Engineering and Computer Science, York University, Toronto, Canada {robert,jenkin}@cse.yorku.ca 2 Faculty of Business and Information Technology, University of Ontario Institute of Technology, Oshawa, Canada {rob.shewaga,bill.kapralos}@uoit.ca 3 Industrial Engineering, Nueva Granada Mil. University, Bogota, Colombia [email protected] 4 The Games Institute, University of Waterloo, Waterloo, Canada 5 Research Institute of Electronics, Shizuoka University, Hamamatsu, Japan [email protected]
Abstract. This work couples the use of augmented and virtual reality, a tabletop display, and mobile devices (tablets and smartphones) to develop an innovative, system to support learner-centric anatomy education and training. The system provides a common tabletop interaction surface where a global view of an anatomical model is provided. This global view is available to all of the users (instructor and trainees) whom can interact with the model using the touch-sensitive tabletop display surface. In addition to this global view, each of the trainees has access to the model through a mobile device that is synchronized with the global view and provides each trainee with an individualized (local) view of the scene and interaction mechanisms. This paper outlines our integrated tabletop computer-tablet display and its use to facilitate virtual-based eye anatomy training. Keywords: Tabletop computer · Mobile device · Anatomy education Individualized education · Virtual reality · Augmented reality
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Introduction
Human anatomy is an integral component of medical education that helps prepare the medical undergraduate trainee for their training in clinical specialties [3]. Human anatomy training also provides trainees with a first “impression” regarding the structure which forms the basis for understanding both pathologic and clinical problems [11], and is vital to ensure safe and efficient medical practice [12]. Human anatomy training often occurs in the laboratory with the c Springer International Publishing Switzerland 2016 L.T. De Paolis and A. Mongelli (Eds.): AVR 2016, Part II, LNCS 9769, pp. 3–12, 2016. DOI: 10.1007/978-3-319-40651-0 1
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instructor and the trainees around a cadaver table with a cadaver (or dummy cadaver/manakin) placed on top of it. Such a scenario lends itself nicely to a tabletop display platform whereby the cadaver table and the cadaver are replaced with a tabletop display and three-dimensional rendering of the cadaver respectively. This allows the instructor and the trainees to interact actively with the rendered model (e.g., remove anatomical layers), as a group, similar to the traditional setting. Such an approach eliminates the use of a cadaver (at least during the early stages of anatomy training), and the complications associated with real cadavers (e.g., storage, acquisition and disposal, potential risk for pathogen transfer, and cost). Furthermore, it allows for numerous learning opportunities not available when working with a cadaver. For example, lab
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