In the present work, we present a Mixed Reality (MR)-based solution to support professionals in surgical guide positioning.
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In most surgical procedures, reconstruction of the mandibular shape and its occlusal relationship is performed through the free fibula flap using a surgical guide which allows the surgeon to easily identify the location and orientation of the cutting plane.
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Other commercial solutions based on placement-sensors (GNSS and IMU), such as Trimble SiteVision, have proven placement performance in manual mode with centimeter order, while for the automatic mode, the order of placement and stability is metric, due to the low coverage of RTX (real time extended) in the study area.įollowing an oncological resection or trauma it may be necessary to reconstruct the normal anatomical and functional mandible structures to ensure the effective and complete social reintegration of patients. In marker-based methods, the results showed centimeter-range in both indoor and outdoor environments, compared to other methods (Inertial, Marker-less, etc.), while marker-less methods have widely varying error range from centimeters to a few meters.
The results revealed that the AR placement error range is extremely wide (from a few centimeters up to meters). We adopt root mean square error (RMSE) to quantify the placement accuracy of a 3D model and standard deviation to examine its stability (jittering). Therefore, this paper proposes a methodology to perform a quantitative and qualitative assessment of several AR placement methods and a discussion about their usability in the specific context of AECO. Although methods for placement via AR have been reported in the literature, there is a lack of investigations addressing their evaluation. However, the main challenge when integrating a virtual 3D model in an AR environment is the lack of precision and accuracy of placement that can occur between the real and the virtual environments. Students suggested that lowering the cost of AR materials and using them in other lessons can be more effective in learning environment.Īugmented reality (AR) is a relevant technology, which has demonstrated to be efficient for several applications, especially in the architecture, engineering, construction and operation (AECO) domain, where the integration of building information modeling (BIM) and AR has proved to be optimal in handling construction projects. Another limitation was expressed as that the excess the number of students makes it more difficult to take the advantage of AR activities. However, students indicated that the cost of the AR materials was high, that they had difficulty in obtaining the materials, and that they sometimes had technical problems.
The interviews with the students revealed that the AR applications used in the course were interesting, that they increased interest, desire, and motivation in class, and that they facilitated learning.
The quantitative results of the study showed that there was a significant difference in the achievement level of learners in favor of the experimental group. AR activities were used for teaching in the experimental group, while the traditional method for the control group. As data collection instruments an achievement test and an interview form were made use of. The quasi-experimental model and one of the quantitative research methods were used for the study.
For this purpose, AR applications and activities were implemented that were suitable for the topic of Astronomy. The study was conducted with 7th-grade students in a public secondary school in Turkey as part of a science course. The study was carried out through two dimensions a quantitative and a qualitative aspect. The aim of this study is to investigate how the use of augmented reality (AR) applications in educational environments affects students’ achievement levels.
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