An Argument Against Cross-Platform Development: Lessons From an Augmented Reality App Prototype for Rural Emergency Responders

A feasibility study of Augmented Reality Intervention for Safety Education for farm parents and children

Agriculture is one of the most dangerous U.S. occupations with high rates of injuries and fatalities, and especially more dangerous for children, having more young worker deaths than any other industry. Thus, safety education is essential in promoting safe and healthy working habits in agriculture. Augmented reality (AR) technology has great potential to enhance the effectiveness of safety education due to its high levels of system-user interactivity and media enjoyment. This study aims to: (1) develop Augmented Reality Intervention for Safety Education (ARISE), an AR 3D simulator that presents farm accident situations with immersive media technology, (2) examine the feasibility of ARISE, and (3) evaluate the potential of ARISE as an effective agricultural safety education program for farm parents and children. To test the feasibility of ARISE, we conducted semi-structured in-depth interviews with ten parent-child dyads at an extension office located in Maryland. Participants were farmers who owned and operated a family farm(s) with their child or children ages 5-13. The interviews included asking participants questions about their perceptions of farm risks, sources of risk education, and protection methods. In the next step, participants used ARISE with researcher guidance. After using the application, participants were asked questions about their experience using ARISE and suggestions for improvement. The interviews were then transcribed and analyzed following the conventional content analysis method. Three main themes emerged-demand (e.g., perceived risk and need for education; lack of farm safety education from school), acceptability (e.g., attitude toward AR technology; perceived realism; perceived ease of use; perceived usefulness), and implementation. These findings help us understand how an immersive experience can play an impactful role in enhancing agricultural safety. The feasibility of ARISE sheds light on the potential of AR technology for an innovative safety education program.

Real-time augmented reality application in presurgical planning and lesion scalp localization by a smartphone

OBJECTIVE

A smartphone augmented reality (AR) application (app) was explored for clinical use in presurgical planning and lesion scalp localization.

METHODS

We programmed an AR App on a smartphone. The accuracy of the AR app was tested on a 3D-printed head model, using the Euclidean distance of displacement of virtual objects. For clinical validation, 14 patients with brain tumors were included in the study. Preoperative MRI images were used to generate 3D models for AR contents. The 3D models were then transferred to the smartphone AR app. Tumor scalp localization was marked, and a surgical corridor was planned on the patient's head by viewing AR images on the smartphone screen. Standard neuronavigation was applied to evaluate the accuracy of the smartphone. Max-margin distance (MMD) and area overlap ratio (AOR) were measured to quantitatively validate the clinical accuracy of the smartphone AR technique.

RESULTS

In model validation, the total mean Euclidean distance of virtual object displacement using the smartphone AR app was 4.7 ± 2.3 mm. In clinical validation, the mean duration of AR app usage was 168.5 ± 73.9 s. The total mean MMD was 6.7 ± 3.7 mm, and total mean AOR was 79%.

CONCLUSIONS

The smartphone AR app provides a new way of experience to observe intracranial anatomy in situ, and it makes surgical planning more intuitive and efficient. Localization accuracy is satisfactory with lesions larger than 15 mm.

Use of Augmented Reality to Assist Teaching for Future Perfusionists in Extracorporeal Technology

The aim of this study was to foster the better perfusion education when providing extracorporeal circulation (ECC) technology for future perfusionists. For this purpose, we have developed an augmented reality (AR) program for ECC students. Currently, the cost of equipment and its simulator is high. Furthermore, it is desirable for ECC students to practice at any time. AR describes user experiences that add 2D (plane detection) or 3D elements to the live view from a device's camera in a way that makes those elements appear to inhabit the real world. We can use these technologies to create AR experiences using the back camera of a smartphone or tablet. We can also build our own instrument with custom visualization and data analysis. Although AR technology may not be new, its potential in ECC student education is just beginning to be explored. Unlike other computing technologies, AR interfaces offer seamless interaction between the real and virtual worlds, a tangible interface metaphor, and a means for transitioning between real and virtual worlds. Here, we have shown our experiences of cost-effective AR technology for future perfusionists.