Text-to-movie authoring of anatomy lessons.

There is a need for a simple yet comprehensive tool to produce and edit pedagogical anatomy video courses, given the widespread usage of multimedia and 3D content in anatomy instruction. Anatomy teachers have minimal control over the present anatomical content generation pipeline. In this research, we provide an authoring tool for instructors that takes text written in the Anatomy Storyboard Language (ASL), a novel domain-specific language (DSL) and produces an animated video. ASL is a formal language that allows users to describe video shots as individual sentences while referencing anatomic structures from a large-scale ontology linked to 3D models. We describe an authoring tool that translates anatomy lessons written in ASL to finite state machines, which are then used to automatically generate 3D animation with the Unity 3D game engine. The proposed text-to-movie authoring tool was evaluated by four anatomy professors to create short lessons on the knee. Preliminary results demonstrate the ease of use and effectiveness of the tool for quickly drafting narrated video lessons in realistic medical anatomy teaching scenarios.

Adaptation to visual feedback delays on touchscreens with hand vision.

Direct touch finger interaction on a smartphone or a tablet is now ubiquitous. However, the latency inherent in digital computation produces an average feedback delay of ~ 75 ms between the action of the hand and its visible effect on digital content. This delay has been shown to affect users' performance, but it is unclear whether users adapt to this delay and whether it influences skill learning. Previous work studied adaptation to feedback delays but only for longer delays, with hidden hand or indirect devices. This paper addresses adaptation to touchscreen delay in two empirical studies involving the tracking of a target moving along an elliptical path. Participants were trained for the task either at the minimal delay the system allows (~ 9 ms) or at a longer delay equivalent to commercialized touch devices latencies (75 ms). After 10 training sessions over a minimum of 2 weeks (Experiment 1), participants adapt to the delay. They also display long-term retention 7 weeks after the last training session. This adaptation generalizes to a similar tracking path (e.g., infinity symbol). We also observed generalization of learning from the longer delay to the minimal-delay condition (Experiment 2). The delay thus does not prevent the learning of tracking skill, which suggests that delay adaptation and tracking skill could be two separate components of learning.