Dataset Information

Touching! An Augmented Reality System for Unveiling Face Topography in Very Young Children.

ABSTRACT: Developmental body topography, particularly of the face, is a fundamental research topic in the current decade. However, empirical investigation of this topic for very young children faces a number of difficulties related to the task requirements and technical procedures. In this study, we developed a new task to study the spatially-sensed position of facial parts in a self-face recognition task for 2.5- and 3.5-year-old children. Using the technique of augmented reality (AR) and 3D face tracking technology, we presented participants with their projected self-image on a screen, accompanied by a digital mark located on parts of their face. We prepared a cheerful visual and auditory reward on the screen when participants showed correct localization of the mark. We then tested whether they could indicate the position of the mark on their own faces and remain motivated for task repetition. To assess the efficacy of this task, 31 2.5- and 11 3.5-year-old children participated in this study. About half of the 2.5-year-olds and 80% of the 3.5-year-olds could perform more than 30 trials. Our new task, then, was to maintain young children's motivation for task repetition using the cheerful visual and auditory reward. The analysis of localization errors suggested the uniqueness of spatial knowledge of self-face in young children. The efficacy of this new task for studying the development of body image has been confirmed.

SUBMITTER: Miyazaki M

PROVIDER: S-EPMC6579857 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature

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Touching! An Augmented Reality System for Unveiling Face Topography in Very Young Children.

Miyazaki Michiko M Asai Tomohisa T Mugitani Ryoko R

Frontiers in human neuroscience 20190611

Developmental body topography, particularly of the face, is a fundamental research topic in the current decade. However, empirical investigation of this topic for very young children faces a number of difficulties related to the task requirements and technical procedures. In this study, we developed a new task to study the spatially-sensed position of facial parts in a self-face recognition task for 2.5- and 3.5-year-old children. Using the technique of augmented reality (AR) and 3D face trackin ...[more]

PMID: 31244628

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Project description:BACKGROUND:Digital rectal examination is a difficult examination to learn and teach because of limited opportunities for practice; however, the main challenge is that students and tutors cannot see the finger when it is palpating the anal canal and prostate gland inside the patients. OBJECTIVE:This paper presents an augmented reality system to be used with benchtop models commonly available in medical schools with the aim of addressing the problem of lack of visualization. The system enables visualization of the examining finger, as well as of the internal organs when performing digital rectal examinations. Magnetic tracking sensors are used to track the movement of the finger, and a pressure sensor is used to monitor the applied pressure. By overlaying a virtual finger on the real finger and a virtual model on the benchtop model, students can see through the examination and finger maneuvers. METHODS:The system was implemented in the Unity game engine (Unity Technologies) and uses a first-generation HoloLens (Microsoft Inc) as an augmented reality device. To evaluate the system, 19 participants (9 clinicians who routinely performed digital rectal examinations and 10 medical students) were asked to use the system and answer 12 questions regarding the usefulness of the system. RESULTS:The system showed the movement of an examining finger in real time with a frame rate of 60 fps on the HoloLens and accurately aligned the virtual and real models with a mean error of 3.9 mm. Users found the movement of the finger was realistic (mean 3.9, SD 1.2); moreover, they found the visualization of the finger and internal organs were useful for teaching, learning, and assessment of digital rectal examinations (finger: mean 4.1, SD 1.1; organs: mean 4.6, SD 0.8), mainly targeting a novice group. CONCLUSIONS:The proposed augmented reality system was designed to improve teaching and learning of digital rectal examination skills by providing visualization of the finger and internal organs. The initial user study proved its applicability and usefulness.

Dataset Information

Touching! An Augmented Reality System for Unveiling Face Topography in Very Young Children.

Publications

Touching! An Augmented Reality System for Unveiling Face Topography in Very Young Children.

Similar Datasets

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