A three-dimensional mirror augmented by medical imaging

Giraud, Tatiana; Courgeon, Matthieu; Tardieu, M.; Roatiş, Alexandra; Maı̂tre, Xavier

doi:10.1145/2559206.2578876

Cited by 5 publications

(2 citation statements)

References 24 publications

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“…Augmented Reality "magic mirror" approaches enable users to experience anatomy on their own bodies, as their body is displayed on a screen [21,33]. These approaches have demonstrated positive results in educational settings [6].…”

Section: Educational and Clinical Usagementioning

confidence: 99%

Injured Avatars: The Impact of Embodied Anatomies and Virtual Injuries on Well-Being and Performance

Kleinbeck,

Schieber,

Kreimeier

et al. 2023

IEEE Trans. Visual. Comput. Graphics

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Fig. 1: To assess the impact of anatomical and injured avatars on well-being and performance, participants experienced four different avatars in a plain Virtual Reality environment. The left panel shows an injured human avatar. The middle panel illustrates how a participant experienced the avatar. After this embodiment induction, participants completed a line-following task located opposite the mirror to sample motor performance. The right panel shows a healthy skeleton avatar performing this task.

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Section: Educational and Clinical Usagementioning

confidence: 99%

Injured Avatars: The Impact of Embodied Anatomies and Virtual Injuries on Well-Being and Performance

Kleinbeck,

Schieber,

Kreimeier

et al. 2023

IEEE Trans. Visual. Comput. Graphics

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show abstract

“…In healthcare, medical handheld projection devices have been explored to improve doctor-patient communication, such as in [28], where AR technology is projected onto the body to embody in an outward form and render visible a variety of bone fractures. AR and medical imaging that explore intimacy within the body and self-perception is discussed in [19], and tangible 3D interactions using mobile devices for medical imaging specialists exploring internal body parts (for example chest), in [34]. In each of these the use of AR by specialists promotes communication with patients in clinical settings.…”

Section: Augmented Reality and Embodied Intimate Interactionmentioning

confidence: 99%

On Looking at the Vagina through Labella

Almeida

Comber

Wood

et al. 2016

Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems

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Women's understandings of their own intimate anatomy has been identified as critical to women's reproductive health and sexual wellbeing. However, talking about it, seeking medical help when necessary as well as examining oneself in order to 'know' oneself is complicated by social-cultural constructions of the vagina, i.e. it is something private, shameful and not to be talked about. In response to this, we designed Labella, an augmented system that supports intimate bodily knowledge and pelvic fitness in women. It combines a pair of underwear and a mobile phone as a tool for embodied intimate self-discovery. In this paper, we describe Labella, and its evaluation with fourteen women, aged 25-63. We show how through situated embodied perception Labella empowers 'looking'. We highlight how the simple act of augmented looking enables the construction of knowledge which ranges from establishing the 'very basics' through to a nuanced understanding of pelvic muscle structure. Finally, we highlight the role of awkwardness and humour in the design of interactions to overcome taboo.

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The Benefits of an Augmented Reality Magic Mirror System for Integrated Radiology Teaching in Gross Anatomy

Bork

Stratmann

Enssle

et al. 2019

Anatomical Sciences Ed

120

176

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Early exposure to radiological cross‐section images during introductory anatomy and dissection courses increases students’ understanding of both anatomy and radiology. Novel technologies such as augmented reality (AR) offer unique advantages for an interactive and hands‐on integration with the student at the center of the learning experience. In this article, the benefits of a previously proposed AR Magic Mirror system are compared to the Anatomage, a virtual dissection table as a system for combined anatomy and radiology teaching during a two‐semester gross anatomy course with 749 first‐year medical students, as well as a follow‐up elective course with 72 students. During the former, students worked with both systems in dedicated tutorial sessions which accompanied the anatomy lectures and provided survey‐based feedback. In the elective course, participants were assigned to three groups and underwent a self‐directed learning session using either Anatomage, Magic Mirror, or traditional radiology atlases. A pre‐ and posttest design with multiple choice questions revealed significant improvements in test scores between the two tests for both the Magic Mirror and the group using radiology atlases, while no significant differences in test scores were recorded for the Anatomage group. Furthermore, especially students with low mental rotation test (MRT) scores benefited from the Magic Mirror and Anatomage and achieved significantly higher posttest scores compared to students with a low MRT score in the theory group. Overall, the results provide supporting evidence that the Magic Mirror system achieves comparable results in terms of learning outcome to established anatomy learning tools such as Anatomage and radiology atlases.

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A three-dimensional mirror augmented by medical imaging

Cited by 5 publications

References 24 publications

Injured Avatars: The Impact of Embodied Anatomies and Virtual Injuries on Well-Being and Performance

Injured Avatars: The Impact of Embodied Anatomies and Virtual Injuries on Well-Being and Performance

On Looking at the Vagina through Labella

The Benefits of an Augmented Reality Magic Mirror System for Integrated Radiology Teaching in Gross Anatomy

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