John Quarles

A Mixed Reality Approach for Merging Abstract and Concrete Knowledge

Mixed realitys (MR) ability to merge real and virtual spaces is applied to merging different knowledge types, such as abstract and concrete knowledge. To evaluate whether the merging of knowledge types can benefit learning, MR was applied to an interesting problem in anesthesia machine education. The virtual anesthesia machine (VAM) is an interactive, abstract 2D transparent reality simulation of the internal components and invisible gas flows of an anesthesia machine. It is widely used in anesthesia education. However when presented with an anesthesia machine, some students have difficulty transferring abstract VAM knowledge to the concrete real device. This paper presents the augmented anesthesia machine (AAM). The AAM applies a magic-lens approach to combine the VAM simulation and a real anesthesia machine. The AAM allows students to interact with the real anesthesia machine while visualizing how these interactions affect the internal components and invisible gas flows in the real world context. To evaluate the AAMs learning benefits, a user study was conducted. Twenty participants were divided into either the VAM (abstract only) or AAM (concrete+abstract) conditions. The results of the study show that MR can help users bridge their abstract and concrete knowledge, thereby improving their knowledge transfer into real world domains.

Tangible User Interfaces Compensate for Low Spatial Cognition

This research investigates how interacting with tangible user interfaces (TUIs) affects spatial cognition. To study the impact of TUIs, a between subjects study was conducted (n=60) in which students learned about the operation of an anesthesia machine. A TUI was compared to two other interfaces commonly used in anesthesia education: (1) a Graphical User Interface (a 2D abstract simulation model of an anesthesia machine) and (2) a Physical User Interface (a real world anesthesia machine). Overall, the TUI was found to significantly compensate for low user spatial cognition in the domain of anesthesia machine training.

Technical Section: Scaffolded learning with mixed reality

Scaffolding is a widely used educational practice in which directed instruction gradually decreases as student competence increases-resulting in increased independent learning. This research introduces and evaluates an MR-based system for technology-mediated scaffolding in anesthesia education. Through merging real and virtual objects, the system addresses a vital problem in merging abstract and concrete knowledge. To evaluate the system, a user study was conducted (n=130). Results suggest that MRs merging of real and virtual spaces can offer (1) a unique level of educational scaffolding, and (2) an improved learning-transfer from abstract to concrete domains. To classify the presented system, the virtuality continuum is extended to include scaffolding. The presented scaffolding-space continuum classifies technology-mediated scaffolding tools along three orthogonal continuums: (1) virtuality, (2) information (e.g. abstract, concrete), and (3) interaction. Using these 3 orthogonal continuums, effective engineering approaches for technology-mediated educational scaffolding are described.

Collocated AAR: Augmenting After Action Review with Mixed Reality

This paper proposes collocated after action review (AAR) of training experiences. Through mixed reality (MR), collocated AAR allows users to review past training experiences in situ with the userpsilas current, real-world experience. MR enables a user-controlled egocentric viewpoint, a visual overlay of virtual information, and playback of recorded training experiences collocated with the userpsilas current experience. Collocated AAR presents novel challenges for MR, such as collocating time, interactions, and visualizations of previous and current experiences. We created a collocated AAR system for anesthesia education, the augmented anesthesia machine visualization and interactive debriefing system (AAMVID). The system was evaluated in two studies by students (n=19) and educators (n=3). The results demonstrate how collocated AAR systems such as AAMVID can: (1) effectively direct student attention and interaction during AAR and (2) provide novel visualizations of aggregate student performance and insight into student understanding for educators.

A pipeline for rapidly incorporating real objects into a mixed environment

A method is presented to rapidly incorporate real objects into virtual environments using laser scanned 3D models with color-based marker tracking. Both the real objects and their geometric models are put into a mixed environment (ME). In the ME, users can manipulate the scanned, articulated real objects, such as tools, parts, and physical correlates to complex computer-aided design (CAD) models. Our aim is to allow engineering teams to effectively conduct hands-on assembly design verification. This task would be simulated at a high degree of fidelity, and would benefit from the natural interaction afforded by a ME with many specific real objects.

A mixed reality approach for interactively blending dynamic models with corresponding physical phenomena

The design, visualization, manipulation, and implementation of models for computer simulation are key parts of the discipline. Models are constructed as a means to understand physical phenomena as state changes occur over time. One issue that arises is the need to correlate models and their components with the phenomena being modeled. For example, a part of an automotive engine needs to be placed into cognitive context with the diagrammatic icon that represents that parts function. A typical solution to this problem is to display a dynamic model of the engine in one window and the engines CAD model in another. Users are expected to, on their own, mentally blend the dynamic model and the physical phenomenon into the same context. However, this contextualization is not trivial in many applications. Our approach expands upon this form of user interaction by specifying two ways in which dynamic models and the corresponding physical phenomena may be viewed, and experimented with, within the same human interaction space. We present a methodology and implementation of contextualization for diagram-based dynamic models using an anesthesia machine, and then follow up with a human study of its effects on spatial cognition.

Shark punch: A virtual reality game for aquatic rehabilitation

We present a novel underwater VR game - Shark Punch - in which the user must fend off a virtual Great White shark with real punches in a real underwater environment. This poster presents our underwater VR system and our iterative design process through field tests with a user with disabilities. We conclude with proposed usability, accessibility, and system design guidelines for future underwater VR rehabilitation games.

Latency and avatars in virtual environments and the effects on gait for persons with mobility impairments

Latency and avatars in Virtual Environments have been extensively studied over the years. However, there has been minimal research conducted on the effects of latency and avatars for mobility impaired users. To address this, we have conducted a study involving both healthy and mobility impaired participants with the simple task of walking across a simulated room under various latency and avatar conditions. We investigated the impact of latency and avatars on perceived latency and gait parameters. The results suggest that mobility impaired persons react to latency and the presence of an avatar differently than healthy users.

Differences in presence between healthy users and users with multiple sclerosis

We are investigating how persons with mobility impairments due to multiple sclerosis (MS) experience the sense of presence in a Virtual Environment (VE). Since the mid 90s, virtual reality (VR) research has produced a rich knowledge of how design and interaction features of VEs affect presence. However, to our knowledge almost all of the previous research studies have been conducted only with healthy persons. Thus, it is not known how these factors affect the presence of mobility impaired persons, which could have implications for VR-based rehabilitation. To begin investigating this, we replicated a classic VR experiment that has been replicated many times before, but we ran the study with a different population: 10 persons with mobility impairments caused by MS and another 5 healthy persons of similar demographics (e.g., age) as our MS population. This paper compares how these two groups experience presence and discusses the differences we found in our study.

How Does Usability Impact Motivation in Augmented Reality Serious Games for Education

The purpose of this research is to investigate the impact of usability on motivation in Augmented Reality serious games. As a test-bed, we developed and evaluated a novel application of mobile phone Augmented Reality (AR) for passive solar energy education (AR-SEE). The goal of AR-SEE is to enable students to learn about the science behind architectural design - how passive solar energy design impacts internal temperature and energy usage efficiency. We conducted two pilot studies with 9 teachers and 13 high school students resulting in three development iterations, as well as a study with 36 college students to assess usability, motivation, and learning outcomes. Results of our studies provide insights into usability, motivation, and the impact on learning with AR serious games from which we derive guidelines for designing future AR serious games.