RESUMEN

Pumping stations have undergone significant modernization and digitalization in recent decades. However, traditional virtual inspections often prioritize the visual experience and fail to effectively represent the haptic physical properties of devices during inspections, resulting in poor immersion and interactivity. This paper presents a novel virtual inspection system for pumping stations, incorporating virtual reality interaction and haptic force feedback technology to enhance immersion and realism. The system leverages a 3D model, crafted in 3Ds Max, to provide immersive visualizations. Multimodal feedback is achieved through a combination of haptic force feedback provided by a haptic device and visual information delivered by a VR headset. The system's data platform integrates with external databases using Unity3D to display relevant information. The system provides immersive 3D visualizations and realistic force feedback during simulated inspections. We compared this system to a traditional virtual inspection method that demonstrated statistically significant improvements in task completion rates and a reduction in failure rates when using the multimodal feedback approach. This innovative approach holds the potential to enhance inspection safety, efficiency, and effectiveness in the pumping station industry.

RESUMEN

PURPOSE: Surgical simulations are becoming increasingly relevant in musculoskeletal training. They provide the opportunity to develop surgical skills in a controlled environment while reducing the risks for patients. For K-wire internal fixation in musculoskeletal surgery, a force feedback virtual reality (VR) simulator was developed. The aim of this study was to evaluate training results using this technology and compare the results with that of standard teaching on cadavers. METHODS: Twenty participants attending an AO Trauma Course during 2020 were randomly allocated in 2 groups. On day 1, group A was trained by senior surgeons using a cadaver and group B was trained by the VR simulator for K-wire insertion in the distal radius. On day 2, all participants performed K-wire insertion on the cadaver model, without assistance, to validate the training effect. RESULTS: On a surgical skills test, group B performed better than group A. In group B, the entry point of the first K-wire was closer to the targeted styloid process of the radius, and the protrusion of the K-wires into soft tissue was less than that in group A. CONCLUSIONS: Training with the VR simulator for K-wire insertion resulted in better surgical skills than training by a surgeon and cadaver model. CLINICAL RELEVANCE: Training with the VR simulator provides the opportunity to improve and refine surgical skills without the risk of harming patients. It offers easier access, unlimited repetitions, and is more cost-effective compared with training sessions with cadavers.

Asunto(s)

Ortopedia , Realidad Virtual , Humanos , Retroalimentación , Tecnología Háptica , Competencia Clínica , Cadáver , Simulación por Computador , Interfaz Usuario-Computador

RESUMEN

Robots are an opportunity for interactive and engaging learning activities. In this paper we consider the premise that haptic force feedback delivered through a held robot can enrich learning of science-related concepts by building physical intuition as learners design experiments and physically explore them to solve problems they have posed. Further, we conjecture that combining this rich feedback with pen-and-paper interactions, e.g., to sketch experiments they want to try, could lead to fluid interactions and benefit focus. However, a number of technical barriers interfere with testing this approach, and making it accessible to learners and their teachers. In this paper, we propose a framework for Physically Assisted Learning based on stages of experiential learning which can guide designers in developing and evaluating effective technology, and which directs focus on how haptic feedback could assist with design and explore learning stages. To this end, we demonstrated a possible technical pathway to support the full experience of designing an experiment by drawing a physical system on paper, then interacting with it physically after the system recognizes the sketch, interprets as a model and renders it haptically. Our proposed framework is rooted in theoretical needs and current advances for experiential learning, pen-paper interaction and haptic technology. We further explain how to instantiate the PAL framework using available technologies and discuss a path forward to a larger vision of physically assisted learning.