Development and Use of an Interactive Computerized Dog Model to Evaluate Cranial Nerve Knowledge in Veterinary Students.

In veterinary medicine, the cognitive skills necessary to interpret neurological disorders from text-based case descriptions may not translate into the diagnostic capabilities required for clinical neurological patients. As live animals exhibiting certain specific neurological disorders are infrequent during a student's exposure to clinics, students may graduate without the experience necessary to make an accurate diagnosis in the field. To address this, we have developed a computerized simulated dog head that can exhibit cranial nerve dysfunctions and respond to specific testing procedures in a clinically accurate manner. To evaluate whether this type of model could add value to traditional student assessments, we created a multiple-choice quiz system with three types of questions: standard text-based cases, videos of an expert performing an examination of the simulated dog, and an interactive version requiring the student to perform an appropriate examination of the simulated dog to uncover the lesion localization. In an experiment conducted with 97 freshman veterinary students who had recently been taught cranial nerve anatomy and function, we found that examination performance decreased with the need for interactivity compared to memorization of fact, while satisfaction increased. Students were less likely to identify the correct disorder when they had to conduct the examination of the virtual dog themselves, revealing an inadequacy in traditional neuroanatomical teaching. However, students overwhelmingly supported the use of interactive question for assessment. Interestingly, performance on text-based questions did not correlate significantly with interactive or video questions. The results have implications for veterinary teaching and assessment within the classroom and in clinical environments.

Using Virtual Pets to Promote Physical Activity in Children: An Application of the Youth Physical Activity Promotion Model.

A virtual pet was developed based on the framework of the youth physical activity promotion model and tested as a vehicle for promoting physical activity in children. Children in the treatment group interacted with the virtual pet for three days, setting physical activity goals and teaching tricks to the virtual pet when their goals were met. The virtual pet became more fit and learned more sophisticated tricks as the children achieved activity goals. Children in the control group interacted with a computer system presenting equivalent features but without the virtual pet. Physical activity and goal attainment were evaluated using activity monitors. Results indicated that children in the treatment group engaged in 1.09 more hours of daily physical activity (156% more) than did those in the control group. Physical activity self-efficacy and beliefs served as mediators driving this increase in activity. Children that interacted with the virtual pet also expressed higher intentions than children in the control group to continue physical activity in the future. Theoretical and practical potentials of using a virtual pet to systematically promote physical activity in children are discussed.

Virtual patient simulations and optimal social learning context: a replication of an aptitude-treatment interaction effect.

BACKGROUND: Virtual patients (VPs) offer valuable alternative encounters when live patients with rare conditions, such as cranial nerve (CN) palsies, are unavailable; however, little is known regarding simulation and optimal social learning context. AIM: Compare learning outcomes and perspectives between students interacting with VPs in individual and team contexts. METHODS: Seventy-eight medical students were randomly assigned to interview and examine four VPs with possible CN damage either as individuals or in three-person teams, using Neurological Examination Rehearsal Virtual Environment (NERVE). Learning was measured through diagnosis accuracy and pre-/post-simulation knowledge scores. Perspectives of learning context were collected post-simulation. RESULTS: Students in teams submitted correct diagnoses significantly more often than students as individuals for CN-IV (p = 0.04; team = 86.1%; individual = 65.9%) and CN-VI (p = 0.03; team = 97.2%; individual = 80.5%). Knowledge scores increased significantly in both contexts (p < 0.001); however, a significant aptitude-treatment interaction effect was observed (p = 0.04). At pre-test scores ≤25.8%, students in teams scored significantly higher (66.7%) than students as individuals (43.1%) at post-test (p = 0.03). Students recommended implementing future NERVE exercises in teams over five other modality-timing combinations. CONCLUSION: Results allow us to define best practices for integrating VP simulators into medical education. Implementing NERVE experiences in team environments with medical students in the future may be preferable.

Sitting or Standing in VR: About Comfort, Conflicts, and Hazards.

This article examines the choices between sitting and standing in virtual reality (VR) experiences, addressing conflicts, challenges, and opportunities. It explores issues such as the risk of motion sickness in stationary users and virtual rotations, the formation of mental models, consistent authoring, affordances, and the integration of embodied interfaces for enhanced interactions. Furthermore, it delves into the significance of multisensory integration and the impact of postural mismatches on immersion and acceptance in VR. Ultimately, the article underscores the importance of aligning postural choices and embodied interfaces with the goals of VR applications, be it for entertainment or simulation, to enhance user experiences.

Cotton morphological traits tracking through spatiotemporal registration of terrestrial laser scanning time-series data.

Understanding the complex interactions between genotype-environment dynamics is fundamental for optimizing crop improvement. However, traditional phenotyping methods limit assessments to the end of the growing season, restricting continuous crop monitoring. To address this limitation, we developed a methodology for spatiotemporal registration of time-series 3D point cloud data, enabling field phenotyping over time for accurate crop growth tracking. Leveraging multi-scan terrestrial laser scanning (TLS), we captured high-resolution 3D LiDAR data in a cotton breeding field across various stages of the growing season to generate four-dimensional (4D) crop models, seamlessly integrating spatial and temporal dimensions. Our registration procedure involved an initial pairwise terrain-based matching for rough alignment, followed by a bird's-eye view adjustment for fine registration. Point clouds collected throughout nine sessions across the growing season were successfully registered both spatially and temporally, with average registration errors of approximately 3 cm. We used the generated 4D models to monitor canopy height (CH) and volume (CV) for eleven cotton genotypes over two months. The consistent height reference established via our spatiotemporal registration process enabled precise estimations of CH (R 2 = 0.95, RMSE = 7.6 cm). Additionally, we analyzed the relationship between CV and the interception of photosynthetically active radiation (IPAR f ), finding that it followed a curve with exponential saturation, consistent with theoretical models, with a standard error of regression (SER) of 11%. In addition, we compared mathematical models from the Richards family of sigmoid curves for crop growth modeling, finding that the logistic model effectively captured CH and CV evolution, aiding in identifying significant genotype differences. Our novel TLS-based digital phenotyping methodology enhances precision and efficiency in field phenotyping over time, advancing plant phenomics and empowering efficient decision-making for crop improvement efforts.

Bridging model and experiment in systems neuroscience with Cleo: the Closed-Loop, Electrophysiology, and Optophysiology simulation testbed.

Systems neuroscience has experienced an explosion of new tools for reading and writing neural activity, enabling exciting new experiments such as all-optical or closed-loop control that effect powerful causal interventions. At the same time, improved computational models are capable of reproducing behavior and neural activity with increasing fidelity. Unfortunately, these advances have drastically increased the complexity of integrating different lines of research, resulting in the missed opportunities and untapped potential of suboptimal experiments. Experiment simulation can help bridge this gap, allowing model and experiment to better inform each other by providing a low-cost testbed for experiment design, model validation, and methods engineering. Specifically, this can be achieved by incorporating the simulation of the experimental interface into our models, but no existing tool integrates optogenetics, two-photon calcium imaging, electrode recording, and flexible closed-loop processing with neural population simulations. To address this need, we have developed Cleo: the Closed-Loop, Electrophysiology, and Optophysiology experiment simulation testbed. Cleo is a Python package enabling injection of recording and stimulation devices as well as closed-loop control with realistic latency into a Brian spiking neural network model. It is the only publicly available tool currently supporting two-photon and multi-opsin/wavelength optogenetics. To facilitate adoption and extension by the community, Cleo is open-source, modular, tested, and documented, and can export results to various data formats. Here we describe the design and features of Cleo, validate output of individual components and integrated experiments, and demonstrate its utility for advancing optogenetic techniques in prospective experiments using previously published systems neuroscience models.

Virtual fitness buddy ecosystem: a mixed reality precision health physical activity intervention for children.

6-11-year-old children provide a critical window for physical activity (PA) interventions. The Virtual Fitness Buddy ecosystem is a precision health PA intervention for children integrating mixed reality technology to connect people and devices. A cluster randomized, controlled trial was conducted across 19 afterschool sites over two 6-month cohorts to test its efficacy in increasing PA and decreasing sedentary behavior. In the treatment group, a custom virtual dog via a mixed reality kiosk helped children set PA goals while sharing progress with parents to receive feedback and support. Children in the control group set PA goals using a computer without support from the virtual dog or parents. 303 children had 8+ hours of PA data on at least one day of each of the 3 intervention time intervals. Conversion of sedentary time was primarily to light-intensity PA and was strongest for children with low baseline moderate-to-vigorous PA than children above 45 min of baseline moderate-to-vigorous PA. Findings suggest that the VFB ecosystem can promote sustainable PA in children and may be rapidly diffused for widespread public health impact.

IEEE ISMAR 2022 Report: Toward Better Mixed Realities.

On October 21, 2022, the 21st IEEE International Symposium on Mixed and Augmented Reality (ISMAR 2022) was successfully completed in Singapore. ISMAR is the leading international conference in the fields of augmented reality, mixed reality, and virtual reality. This was the first time that ISMAR was held in Southeast Asia and the first time in hybrid mode. ISMAR 2022 achieved a historically high number of papers and attendees, witnessing the steady growth of the community and the scientific contributions. In this article, we report the key outcomes, impressions, research trends, and lessons learned from the conference.

Agreement between Fitbit and ActiGraph Estimates of Physical Activity in Young Children.

Physical activity (PA) estimates from the Fitbit Flex 2 were compared to those from the ActiGraph GT9X Link in 123 elementary school children. Steps and intensity-specific estimates of PA and 3-month PA change were calculated using two different ActiGraph cut-points (Evenson and Romanzini). Fitbit estimates were 35% higher for steps compared to the ActiGraph. Fitbit and ActiGraph intensity-specific estimates were closest for sedentary and light PA while estimates of moderate and vigorous PA varied substantially depending upon the ActiGraph cut-points used. Spearman correlations between device estimates were higher for steps (rs=.70) than for moderate (rs =.54 to .55) or vigorous (rs =.29 to .48) PA. There was low concordance between devices in assessing PA changes over time. Agreement between Fitbit Flex 2 and ActiGraph estimates may depend upon the cut-points used to classify PA intensity. However, there is fair to good agreement between devices in ranking children's steps and MVPA.

Situated VR: Toward a Congruent Hybrid Reality Without Experiential Artifacts.

The vision of extended reality (XR) systems is living in a world where real and virtual elements seamlessly and contextually augment experiences of ourselves and the worlds we inhabit. While this integration promises exciting opportunities for the future of XR, it comes with the risk of experiential distortions and feelings of dissociation, especially related to virtual reality (VR). When transitioning from a virtual world to the real world, users report of experiential structures that linger on, as sort of after images, causing disruptions in their daily life. In this work, we define these atypical experiences as experiential artifacts (EAs) and present preliminary results from an informal survey conducted online with 76 VR users to highlight different types of artifacts and their durations. To avoid disruptions caused by these artifacts and simultaneously increase the user's sense of presence, we propose the idea of situated VR, which blends the real and virtual in novel ways that can reduce incongruencies between the two worlds. We discuss the implications of EAs, and through examples from our own work in building hybrid experiences, we demonstrate the potential and relevance of situated VR in the design of a future, more immersive, artifact-free hybrid reality.

Scaling the Virtual Fitness Buddy Ecosystem as a School-Based Physical Activity Intervention for Children.

Childhood obesity is a growing concern as it can lead to lifelong health problems that carry over into adulthood. A substantial contributing factor to obesity is the physical activity (PA) habits that are formed in early childhood, as these habits tend to sustain throughout adulthood. To aid children in forming healthy PA habits, we designed a mixed reality system called the Virtual Fitness Buddy ecosystem, in which children can interact with a virtual pet agent. As a child exercises, their pet becomes slimmer, faster, and able to play more games with them. Our initial deployment of this project showed promise but was only designed for a short-term intervention lasting three days. More recently, we have scaled it from a pilot grade study to a 9-month intervention comprised of 422 children. Ultimately, our goal is to scale this project to be a nationwide primary prevention program to encourage moderate to vigorous PA in children. This article explores the challenges and lessons learned during the design and deployment of this system at scale in the field.

A portable palpation training platform with virtual human patient.

Palpation (the application of touch to the surface of the body) is an essential clinical skill. Correct palpation is part of a complete physical examination and it assists a clinician in making an accurate diagnosis, while poor palpatory skills can lead to diagnostic errors. As with any clinical skill, palpation is best learned through repetitive practice with constructive feedback. Unfortunately, changes in healthcare provide fewer opportunities for hands-on learning of this essential skill. Unlike other clinical skills, palpation has no immediate feedback to the learner regarding their performance. For example, when students are learning how to insert an intravenous catheter, failure to perform the technique correctly results in no blood return in the catheter. However, students do not know if they are palpating an abnormality if they have never felt it before. This inherent difficulty makes expert feedback even more vital to learning correct palpation. Existing research tools have addressed some of these challenges through simulation techniques that do not require experts, and can provide feedback on palpation pressures and palpation patterns. We describe a novel computer-based palpation training system, leveraging existing approaches, with an emphasis on sensing accuracy, directed-feedback, portability, and user experience.

Propping Up Virtual Reality With Haptic Proxies.

Physical props serving as proxies for virtual objects (haptic proxies) offer a cheap, convenient, and compelling way of delivering a sense of touch in virtual reality (VR). To successfully use haptic proxies for VR, they have to be both similar to and colocated with their virtual counterparts. In this article, we introduce a taxonomy organizing techniques using haptic proxies for VR into eight categories based on when the techniques are deployed (offline or real-time), what reality is being manipulated (physical or virtual reality), and the purpose of the techniques (to affect object perception or the mapping between real and virtual objects). Finally, we discuss key advantages and limitations of the different categories of techniques.

Using virtual agents to increase physical activity in young children with the virtual fitness buddy ecosystem: Study protocol for a cluster randomized trial.

BACKGROUND: Designing and implementing a truly self-determined physical activity (PA) intervention has required excessive amounts of labor and expenses that, until recently, have made it prohibitively costly to implement in the field at scale. METHODS: Guided by self-determination theory, and harnessing the power of consumer-grade interactive technologies, we developed the Virtual Fitness Buddy (VFB) Ecosystem. Designed to foster intrinsic motivation toward adopting PA as a lifestyle change in 6-10-year-old children, the Ecosystem features a mixed-reality kiosk which houses a personalized virtual pet for each user. Each time a child visits the kiosk, the pet (a mid-sized dog) automatically detects its owner based on the data from a child's Fitbit, assists the child in setting daily PA goals and provides tailored feedback on the child's PA progress. The pet alerts parents in real-time by sending text messages and relaying the parents' response to the child, so that parents and children can remain connected about the child's PA progress even when they are physically apart. We aim to implement the kiosk in 12 after-school sites, plus use 12 additional sites as controls, where children can still set and view progress toward their PA goals without access to a virtual pet. CONCLUSION: The VFB Ecosystem represents a new generation of technology-mediated health interventions for children to promote sustainable PA lifestyle changes. Because the VFB Ecosystem is a cost- and labor-effective solution that integrates consumer-grade technology with low barriers for continued use, it has the potential for rapid diffusion and widespread public health impact.

Using Virtual Agents and Activity Monitors to Autonomously Track and Assess Self-Determined Physical Activity Among Young Children: A 6-Week Feasibility Field Study.

The majority of youth fail to get the recommended amount of physical activity (PA), and there is a precipitous decline in PA among children as they get older. Guided by self-determination theory and social cognitive theory, we designed an interactive, mixed reality PA intervention for 6-10-year-old children. Capitalizing on the features of consumer-grade interactive communication technologies, the intervention features a kiosk-based system that houses a virtual agent programmed to encourage children to set self-determined PA goals. This intervention aims to resolve many practical challenges in designing and administering a personalized, intrinsically motivated PA intervention for this age group. We pilot tested the feasibility of this kiosk across 6 weeks with n = 42 child/parent dyads. The kiosk tracked and logged children's daily PA and engagement with the intervention without having to rely on human reporting, provided tailored evaluation and feedback whenever children requested it, informed parents about their child's PA progress, and employed a virtual agent (a dog) to offer social support to children. The virtual agent prompted users to set PA goals, and as children met these goals over time, their personalized dog became happier, more fit, and better at tricks. Each time a child engaged with the kiosk the system automatically sent a text message to his/her parent with details about the child's PA progress. The current study demonstrated the kiosk's feasibility in the field over 6 weeks, illustrating the potential of using interactive technologies as tools for disseminating self-sufficient, and truly self-determined health interventions for children at scale.

Points-Based Reward Systems in Gamification Impact Children's Physical Activity Strategies and Psychological Needs.

Gamification is an increasingly popular form of health intervention but its efficacy remains elusive due to a lack of clarity in its conceptualization and operationalization. This study aimed to isolate and determine the direct causal effect of one of the most popular game elements used in gamified interventions, the points-based reward system, on physical activity (PA) in children. A 72-hour field study with children aged 9 to 13 ( N = 67) was conducted using a digital PA intervention featuring a virtual dog, with and without a points-based reward system. PA was assessed with an activity monitor, and overall PA, three levels of PA intensity, and PA strategies during the 3-day intervention were measured. Guided by self-determination theory, the impact of the points-based reward system on children's basic psychological needs was also investigated. Results indicated that the points-based reward system briefly increased PA engagement but did not significantly affect overall PA over time. When given equal number of points regardless of intensity, children approached the PA intervention strategically by engaging in significantly more light intensity and significantly less vigorous intensity PA than children who did not receive points. Results also suggested that the points-based reward system might promote perceptions of relatedness with the virtual agent featured in the gamified intervention.

Feeling the weight of calories: using haptic feedback as virtual exemplars to promote risk perception among young females on unhealthy snack choices.

Virtual simulations allow users to feel and manipulate objects as they would in the physical world. Guided by exemplification theory and risk communication research, a virtual exemplar was developed to allow users to feel the weight of the caloric density of unhealthy snacks (e.g., potato chips) to heighten risk perceptions on snack choices. A 3 (base-rate statistics, print exemplar, virtual exemplar) × 3 (Time 1, Time 2, Time 3) mixed design experiment (N = 152) compared the effect of three mediated modes of delivering health information at baseline, immediately after, and 1 week after treatments. Virtual exemplars led to greater spatial presence, issue involvement, and recommended health behavior than did base-rate statistics or print exemplars, but had no effect on perceived vividness. Heightened perceived susceptibility following virtual exemplars persisted for 1 week. Findings emphasized the importance of spatial presence elicited by an exemplar in heightening the perceived susceptibility of health risks both immediately after and 1 week after exposure. The role of spatial presence and vividness in the context of virtual exemplars that afford the illusion of firsthand experiences is discussed and compared against traditional exemplification research that has focused on the impact of secondhand experiences.

Medical student satisfaction using a virtual patient system to learn history-taking communication skills.

Virtual patients (VPs) have the potential to augment existing medical school curricula to teach history-taking and communication skills. A goal of our current efforts to study virtual characters in health professions education is to develop a system that can be independently accessed and thus user satisfaction is an important factor in how readily this technology will be adopted. Twenty-three medical students participated in a study in which they interviewed a virtual patient and were asked to rate the educational value of the experience. Despite some of the limitations in this developing technology, students were generally receptive to its use as an educational tool. Further enhancements to the system, including increased fidelity of the interaction and novel feedback mechanisms, should improve learner satisfaction with and adoption of the virtual patient system.

Comparing interpersonal interactions with a virtual human to those with a real human.

This paper provides key insights into the construction and evaluation of interpersonal simulators--systems that enable interpersonal interaction with virtual humans. Using an interpersonal simulator, two studies were conducted that compare interactions with a virtual human to interactions with a similar real human. The specific interpersonal scenario employed was that of a medical interview. Medical students interacted with either a virtual human simulating appendicitis or a real human pretending to have the same symptoms. In Study I (n = 24), medical students elicited the same information from the virtual and real human, indicating that the content of the virtual and real interactions were similar. However, participants appeared less engaged and insincere with the virtual human. These behavioral differences likely stemmed from the virtual human's limited expressive behavior. Study II (n = 58) explored participant behavior using new measures. Nonverbal behavior appeared to communicate lower interest and a poorer attitude toward the virtual human. Some subjective measures of participant behavior yielded contradictory results, highlighting the need for objective, physically-based measures in future studies.

The use of virtual patients to teach medical students history taking and communication skills.

BACKGROUND: At most institutions, medical students learn communication skills through the use of standardized patients (SPs), but SPs are time and resource expensive. Virtual patients (VPs) may offer several advantages over SPs, but little data exist regarding the use of VPs in teaching communication skills. Therefore, we report our initial efforts to create an interactive virtual clinical scenario of a patient with acute abdominal pain to teach medical students history-taking and communication skills. METHODS: In the virtual scenario, a life-sized VP is projected on the wall of an examination room. Before the virtual encounter, the student reviews patient information on a handheld tablet personal computer, and they are directed to take a history and develop a differential diagnosis. The virtual system includes 2 networked personal computers (PCs), 1 data projector, 2 USB2 Web cameras to track the user's head and hand movement, a tablet PC, and a microphone. The VP is programmed with specific answers and gestures in response to questions asked by students. The VP responses to student questions were developed by reviewing videotapes of students' performances with real SPs. After obtaining informed consent, 20 students underwent voice recognition training followed by a videotaped VP encounter. Immediately after the virtual scenario, students completed a technology and SP questionnaire (Maastricht Simulated Patient Assessment). RESULTS: All participants had prior experience with real SPs. Initially, the VP correctly recognized approximately 60% of the student's questions, and improving the script depth and variability of the VP responses enhanced most incorrect voice recognition. Student comments were favorable particularly related to feedback provided by the virtual instructor. The overall student rating of the virtual experience was 6.47 +/- 1.63 (1 = lowest, 10 = highest) for version 1.0 and 7.22 +/- 1.76 for version 2.0 (4 months later) reflecting enhanced voice recognition and other technological improvements. These overall ratings compare favorably to a 7.47 +/- 1.16 student rating for real SPs. CONCLUSIONS: Despite current technological limitations, virtual clinical scenarios could provide students a controllable, secure, and safe learning environment with the opportunity for extensive repetitive practice with feedback without consequence to a real or SP.