[Virtual reality in teaching using mentally ill patient avatars]. / Virtuelle Realität in der Lehre mit psychisch kranken Patientenavataren.

BACKGROUND: Medical interaction and exploration techniques are the most important tools that medical students have to acquire in the subject of psychiatry and psychotherapy. The new digital technologies currently available, such as virtual reality (VR), as important supplements can contribute to a significant improvement in the teaching of psychiatric-psychopathological learning content as well as, in particular, the technique of ascertaining the psychiatric history and diagnosis. OBJECTIVE: Evaluation of the Bochum Avatar Exploration Project (AVEX) as part of the curricular course in medical studies at the Ruhr University Bochum for its possibilities to convey learning content and techniques of anamnesis and diagnosis in the subject of psychiatry and psychotherapy. METHODS: In AVEX, a total of 87 medical students in the clinical study section have so far been able to enter into a dialogue with "mentally ill" avatars and gain experience with VR technology as a learning and teaching method in the subject of psychiatry and psychotherapy. RESULTS: Despite the limited possibilities for interaction with the digital avatars, it is possible to achieve a substantial transfer of learning content in psychiatry; however, the students must be well supported by the lecturers. CONCLUSION: The AVEX project already shows promising possibilities for supplementing the teaching of medical students, even if the fit of questions and replies in dialogue with the virtual avatars still needs to be improved. As advances in the linguistic communication of emotions and the visual effects of the avatar representation can be predicted, the significance of this technology will continue to increase.

[Virtual reality in teaching of psychiatry and psychotherapy at medical school]. / Virtuelle Realität in der Lehre im Fach Psychiatrie und Psychotherapie.

BACKGROUND: Since the COVID-19 pandemic medical training and teaching have to adapt to the new circumstances, especially as new digital technologies become available. Physician's interaction and exploration techniques are among the most important tools that medical students have to acquire in psychiatry and psychotherapy. OBJECTIVE: Virtual reality (VR) avatars can basically represent all syndromes in varying degrees of severity at any time. MATERIAL AND METHODS: In Bochum's avatar exploration project (AVEX), students enter into dialogues with "mentally ill" avatars and, under guidance and supervision, try to work out the diagnosis, differential diagnoses and treatment recommendations. RESULTS AND DISCUSSION: This allows students to learn about rare or severe psychiatric conditions presented in VR. This review article presents first experiences especially in setting up and development as well as regarding the technological challenges.

Visual pursuit biases tactile velocity perception.

During a smooth pursuit eye movement of a target stimulus, a briefly flashed stationary background appears to move in the opposite direction as the eye's motion-an effect known as the Filehne illusion. Similar illusions occur in audition, in the vestibular system, and in touch. Recently, we found that the movement of a surface perceived from tactile slip was biased if this surface was sensed with the moving hand. The analogy between these two illusions suggests similar mechanisms of motion processing between the vision and touch. In the present study, we further assessed the interplay between these two sensory channels by investigating a novel paradigm that associated an eye pursuit of a visual target with a tactile motion over the skin of the fingertip. We showed that smooth pursuit eye movements can bias the perceived direction of motion in touch. Similarly to the classical report from the Filehne illusion in vision, a static tactile surface was perceived as moving rightward with a leftward eye pursuit movement, and vice versa. However, this time the direction of surface motion was perceived from touch. The biasing effects of eye pursuit on tactile motion were modulated by the reliability of the tactile and visual stimuli, consistently with a Bayesian model of motion perception. Overall, these results support a modality- and effector-independent process with common representations for motion perception.NEW & NOTEWORTHY The study showed that smooth pursuit eye movement produces a bias in tactile motion perception. This phenomenon is modulated by the reliability of the tactile estimate and by the presence of a visual background, in line with the predictions of the Bayesian framework of motion perception. Overall, these results support the hypothesis of shared representations for motion perception.

Towards efficient human-machine collaboration: effects of gaze-driven feedback and engagement on performance.

Referential success is crucial for collaborative task-solving in shared environments. In face-to-face interactions, humans, therefore, exploit speech, gesture, and gaze to identify a specific object. We investigate if and how the gaze behavior of a human interaction partner can be used by a gaze-aware assistance system to improve referential success. Specifically, our system describes objects in the real world to a human listener using on-the-fly speech generation. It continuously interprets listener gaze and implements alternative strategies to react to this implicit feedback. We used this system to investigate an optimal strategy for task performance: providing an unambiguous, longer instruction right from the beginning, or starting with a shorter, yet ambiguous instruction. Further, the system provides gaze-driven feedback, which could be either underspecified ("No, not that one!") or contrastive ("Further left!"). As expected, our results show that ambiguous instructions followed by underspecified feedback are not beneficial for task performance, whereas contrastive feedback results in faster interactions. Interestingly, this approach even outperforms unambiguous instructions (manipulation between subjects). However, when the system alternates between underspecified and contrastive feedback to initially ambiguous descriptions in an interleaved manner (within subjects), task performance is similar for both approaches. This suggests that listeners engage more intensely with the system when they can expect it to be cooperative. This, rather than the actual informativity of the spoken feedback, may determine the efficiency of information uptake and performance.