Interactive 3D Web-Based Environments for Online Learning: Case Studies, Technologies and Challenges

Hamza-Lup, Felix G.; Goeser, Priya T.; Johnson, Wayne; Thompson, Tina L.; Railean, Elena; Popovici, Dorin-Mircea; Hamza-Lup, G.L.

doi:10.1109/elml.2009.14

Cited by 7 publications

(5 citation statements)

References 7 publications

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“…The new concept map is based on the integration of 2D images and interactive 3D objects created using Web3D technologies. The positive impact of Web3D technologies has already been demonstrated in the previous studies [44,[52][53][54]. In any case, these technologies offer the possibility of sharing of 3D models of any CAD format, of providing intelligent interpretation tools (3D Pointer, Virtual Folding, Animated Drawing Views) that help the user easily understand and navigate the data and of creating files that can immediately be viewed by anyone with a Windows/Firefox operating system.…”

Section: Methodsmentioning

confidence: 89%

Design of web‐based interactive 3D concept maps: A preliminary study for an engineering drawing course

Violante

Vezzetti

2014

Comp Applic In Engineering

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Concept map are not a new phenomenon in engineering education and are nowadays used to enhance "meaningful learning." In literature a lot of works on the use of the concept maps in education exist, but not many within the "interactive" context. This study contributes to expand the framework of research on the development of web-based 3D interactive concept maps. They incorporate web-based 3D interactive images that support the learning of abstract and difficult topics in Engineering drawing course, motivating the students and increasing their attention. The effects of different learning strategies (2D concept mapping vs. web-based 3D interactive concept mapping) on the learning outcomes and on the spatial ability are investigated. The results of this study shows that Web-based 3D interactive concept maps compensates spatial ability deficits, that is, helps students who have low spatial ability to build an effective mental representation of the learning content. ß 2014 Wiley Periodicals, Inc. Comput Appl Eng Educ 23:403-411, 2015; View this article online at wileyonlinelibrary.com/ journal/cae;

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Section: Methodsmentioning

confidence: 89%

Design of web‐based interactive 3D concept maps: A preliminary study for an engineering drawing course

Violante

Vezzetti

2014

Comp Applic In Engineering

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“…These videos increased my exposure to surgery 0 (0) 0 (0) 9 (100) 5 (4,5) Prior to watching the surgical case videos, I was interested in surgery 2 ( 22 These videos are still useful to someone who is not interested in surgery 0 (0) 1 ( 11) 8 (89) 5 (4, 5)…”

Section: Median (Iqr) Amentioning

confidence: 99%

“…3,4 Currently, a hybrid anatomy approach is widely used where students attend in-person dissections and lectures and are provided with supplementary virtual teaching material. 5,6 One recent analysis suggests that a hybrid-style anatomy course may be more effective for students than the traditional face-to-face method of teaching alone. 6 Because of the increasing utilization of virtual anatomy education, novel approaches to virtual anatomy education are needed.…”

Section: Introductionmentioning

confidence: 99%

“…Digital anatomy resources have been shown to be an effective and valuable tool for medical students to learn anatomy, and during the height of the COVID‐19 pandemic, many medical schools relied on virtual resources and reported positive student experiences 3,4 . Currently, a hybrid anatomy approach is widely used where students attend in‐person dissections and lectures and are provided with supplementary virtual teaching material 5,6 . One recent analysis suggests that a hybrid‐style anatomy course may be more effective for students than the traditional face‐to‐face method of teaching alone 6 .…”

Section: Introductionmentioning

confidence: 99%

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A pilot study of robotic surgery case videos for first‐year medical student anatomy

Palleiko

Maxfield

Czerniach

et al. 2023

Anatomical Sciences Ed

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There has been a recent shift in medical student anatomy education with greater incorporation of virtual resources. Multiple approaches to virtual anatomy resources have been described, but few involve video or images from surgical procedures. In this pilot study, a series of surgical case videos was created using robotic surgery video footage for a first‐year medical student anatomy course. Five operations were included that covered thoracic, abdominal, and pelvic anatomy. Students were surveyed at the end of the course regarding their experience with the videos and their perceptions towards a surgical career. Overall, participants agreed that the videos were an effective learning tool, were useful regardless of career interest, and that in the future it would be useful to incorporate additional surgical case videos. Respondents highlighted the importance of audio narration with future videos and provided suggestions for future operations that they would like to see included. In summary, this pilot study describes the creation and implementation of a surgical video anatomy curriculum and student survey results suggest this may be an effective approach to video‐based anatomy education for further curricular development.

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“…Traditionally, the students perfonn the orthognathic procedures on models, animals or cadavers. The models and/or animal training options are usually not representative of humans, and cadavers are usually expensive and nonreusable [2,3].…”

Section: Introductionmentioning

confidence: 99%

Simulation and Evaluation of a Bone Sawing Procedure for Orthognathic Surgery Based on an Experimental Force Model

Lin¹,

Chen³

et al. 2014

Journal of Biomechanical Engineering

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Bone sawing is widely used in orthognathic surgery to correct maxillary deformities. Successful execution of bone sawing requires a high level of dexterity and experience. A virtual reality (VR) surgical simulator can provide a safe, cost-effective, and repeatable training method. In this study, we developed a VR training simulator with haptic functions to simulate bone-sawing force, which was generated by the experimental force model. Ten human skulls were obtained in this study for the determination of surgical bone-sawing force. Using a 5-DOF machining center and a micro-reciprocating saw, bone specimens with different bone density were sawed at different feed rates (20, 40, and 60 mm/min) and spindle speeds (9800, 11,200 and 12,600 cycles per minute). The sawing forces were recorded with a piezoelectric dynamometer and a signal acquisition system. Linear correlation analysis of all experimental data indicates that there were significant positive linear correlations between bone-sawing force and bone density and tool feed rate and a moderate negative linear correlation with tool spindle rate. By performing multiple regression analysis, the prediction models for the bone-sawing procedure were determined. By employing Omega.6 as a haptic device, a medical simulator for the Lefort I osteotomy was developed based on an experimental force model. Comparison of the force-time curve acquired through experiments and the curve computed from the simulator indicate that the obtained forces based on the experimental force model and the acquired data had the same trend for the bone-sawing procedure of orthognathic surgery.

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Interactive 3D Web-Based Environments for Online Learning: Case Studies, Technologies and Challenges

Cited by 7 publications

References 7 publications

Design of web‐based interactive 3D concept maps: A preliminary study for an engineering drawing course

Design of web‐based interactive 3D concept maps: A preliminary study for an engineering drawing course

A pilot study of robotic surgery case videos for first‐year medical student anatomy

Simulation and Evaluation of a Bone Sawing Procedure for Orthognathic Surgery Based on an Experimental Force Model

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