The Hitchhiker’s Guide to Fused Twins: A Review of Access to Digital Twins In Situ in Smart Cities

Applying Augmented Reality to Convey Medical Knowledge On Osteoclasts: A User Study

BACKGROUND

Visualization technology is enhancing interactive learning by merging digital content with real-world environments, offering immersive experiences through Augmented Reality (AR) in fields like medical education. AR is being increasingly used in medicine and dental education to improve student learning, particularly in understanding complex concepts such as bone remodeling. Active learning strategies, supported by AR, boost student autonomy, reduce cognitive load, and improve learning outcomes across various disciplines. AR is gaining popularity in higher education as it enhances active learning, reduces cognitive load, and improves cognitive, meta-cognitive, and affective outcomes, particularly in medical and nursing education. The effectiveness of immersive AR in enhancing understanding of complex physiological processes is still unclear, with a lack of rigorous studies on its impact and how to effectively convert academic content into AR.

OBJECTIVE

We assess the capacity of AR-enhanced content for learning medical knowledge with a state-of-the-art AR game, published along with a modern cell atlas of the oral cavity. To assess AR-enhanced content for learning, we formulated hypotheses on the general impact on learning (H1), specific improvements in learning (H2) and the long-term retention (H3).

METHODS

An AR serious game was developed to represent current knowledge on osteoclasts for classroom use. The game was evaluated in an unblinded face-to-face vignette experiment (39 participants): Learning outcomes on "Osteoclasts" were compared between the AR game (17 participants) and a textbook-only option (20 participants) conveying the same content. Participants were randomly assigned and learning success was measured at three time-points, immediately after the experiment session, one week later, and one month later, via web-based surveys.

RESULTS

The AR serious game elicited strong interest in the topic (perceived relevance in ARCS, W= 10417; P < .001) and motivated students by increasing self-efficacy (confidence in ARCS, W = 11882.5; P = .023) and satisfaction (in ARCS, W = 4561; P < .001). The learning outcomes were comparable to text-based self-learning (T = 2.0103; PBonferroni = .095). Furthermore, curious students benefited more from interactive learning methods compared to text-only methods and had higher learning success (T = -2.518; P = .019).

CONCLUSIONS

Introducing new technology such as AR into teaching requires technological investment, updated curricula, and careful application of learning paradigms. We found support for improved motivation (H1) and some evidence of AR's baseline effectiveness (H2a). While we couldn't confirm AR's impact on visual tasks overall (H2b), we noted an interesting interaction between curiosity and visual task outcomes (H2c), as well as how game design influences student perception of the material (H2d). Due to attrition, long-term learning outcomes (H3) could not be assessed. AR-based learning may particularly benefit curious students, who often struggle with text-heavy methods. As students are increasingly accustomed to brief, engaging content, teaching approaches must adapt.

CLINICALTRIAL

Experiments as Code and its application to VR studies in human-building interaction

Experiments as Code (ExaC) is a concept for reproducible, auditable, debuggable, reusable, & scalable experiments. Experiments are a crucial tool to understand Human-Building Interactions (HBI) and build a coherent theory around it. However, a common concern for experiments is their auditability and reproducibility. Experiments are usually designed, provisioned, managed, and analyzed by diverse teams of specialists (e.g., researchers, technicians, engineers) and may require many resources (e.g., cloud infrastructure, specialized equipment). Although researchers strive to document experiments accurately, this process is often lacking. Consequently, it is difficult to reproduce these experiments. Moreover, when it is necessary to create a similar experiment, the "wheel is very often reinvented". It appears easier to start from scratch than trying to reuse existing work. Thus valuable embedded best practices and previous experiences are lost. In behavioral studies, such as in HBI, this has contributed to the reproducibility crisis. To tackle these challenges, we propose the ExaC paradigm, which not only documents the whole experiment, but additionally provides the automation code to provision, deploy, manage, and analyze the experiment. To this end, we define the ExaC concept, provide a taxonomy for the components of a practical implementation, and provide a proof of concept with an HBI desktop VR experiment that demonstrates the benefits of its "as code" representation, that is, reproducibility, auditability, debuggability, reusability, & scalability.

The role of strategic visibility in shaping wayfinding behavior in multilevel buildings

In this paper, we explore the mutual effect of prior background expectations and visibility afforded by the 3D configuration of the physical environment on wayfinding efficiency and strategy in multilevel buildings. We perform new analyses on data from 149 participants who performed six unaided and directed wayfinding tasks in virtual buildings with varying degrees of visibility. Our findings reveal that the interaction between visibility and prior background expectations significantly affects wayfinding efficiency and strategy during between-floor wayfinding tasks. We termed this interaction effect strategic visibility, which emphasizes the importance of the strategic allocation of visibility towards actionable building elements in promoting efficient wayfinding and shaping wayfinding strategy. Our study highlights the significance of strategic visibility in promoting inclusive and accessible built environments for neurodiversity. Finally, we provide an open-source dataset that can be used to develop and test new wayfinding theories and models to advance research in the emerging field of human-building interaction.

Digital Twins and Enabling Technologies in Museums and Cultural Heritage: An Overview

This paper presents an overview of various types of virtual museums (ViM) as native artifacts or as digital twins (DT) of physical museums (PM). Depending on their mission and features, we discuss various enabling technologies and sensor equipment with their specific requirements and complexities, advantages and drawbacks in relation to each other at all stages of a DT's life cycle. A DT is a virtual construct and embodies innovative concepts based on emerging technologies (ET) using adequate sensor configurations for (meta-)data import and exchange. Our keyword-based search for articles, conference papers, (chapters from) books and reviews yielded 43 contributions and 43 further important references from Industry 4.0, Tourism and Heritage 4.0. After closer examination, a reference corpus of 40 contributions was evaluated in detail and classified along with their variants of DT-content-, communication-, and collaboration-centric and risk-informed ViMs. Their system features correlate with different application areas (AA), new or improved technologies-mostly still under development-and sensors used. Our proposal suggests a template-based, generative approach to DTs using standardized metadata formats, expert/curator software and customers'/visitors' engagement. It advocates for stakeholders' collaboration as part of a comprehensive validation and verification assessment (V&VA) throughout the DT's entire life cycle.