Although cadavers constitute the gold standard for teaching anatomy to medical and health science students, there are substantial financial, ethical, and supervisory constraints on their use. In addition, although anatomy remains one of the fundamental areas of medical education, universities have decreased the hours allocated to teaching gross anatomy in favor of applied clinical work. The release of virtual (VR) and augmented reality (AR) devices allows learning to occur through hands-on immersive experiences. The aim of this research was to assess whether learning structural anatomy utilizing VR or AR is as effective as tablet-based (TB) applications, and whether these modes allowed enhanced student learning, engagement and performance. Participants (n = 59) were randomly allocated to one of the three learning modes: VR, AR, or TB and completed a lesson on skull anatomy, after which they completed an anatomical knowledge assessment. Student perceptions of each learning mode and any adverse effects experienced were recorded. No significant differences were found between mean assessment scores in VR, AR, or TB. During the lessons however, VR participants were more likely to exhibit adverse effects such as headaches (25% in VR P < 0.05), dizziness (40% in VR, P < 0.001), or blurred vision (35% in VR, P < 0.01). Both VR and AR are as valuable for teaching anatomy as tablet devices, but also promote intrinsic benefits such as increased learner immersion and engagement. These outcomes show great promise for the effective use of virtual and augmented reality as means to supplement lesson content in anatomical education. Anat Sci Educ 10: 549-559. © 2017 American Association of Anatomists.

/pdf/the-effectiveness-of-virtual-and-augmented-reality-in-health-3r4g1nh7ts.pdf

The effectiveness of virtual and augmented reality in health sciences and medical anatomy.

Musings on telepresence and virtual presence

In a series of recent theoretical works, it was shown that strongly over-parameterized neural networks trained with gradient-based methods could converge exponentially fast to zero training loss, with their parameters hardly varying. In this work, we show that this "lazy training" phenomenon is not specific to over-parameterized neural networks, and is due to a choice of scaling, often implicit, that makes the model behave as its linearization around the initialization, thus yielding a model equivalent to learning with positive-definite kernels. Through a theoretical analysis, we exhibit various situations where this phenomenon arises in non-convex optimization and we provide bounds on the distance between the lazy and linearized optimization paths. Our numerical experiments bring a critical note, as we observe that the performance of commonly used non-linear deep convolutional neural networks in computer vision degrades when trained in the lazy regime. This makes it unlikely that "lazy training" is behind the many successes of neural networks in difficult high dimensional tasks.

On Lazy Training in Differentiable Programming.

Virtual reality (VR) has been used both to simulate situations that are too dangerous to practice in real life and as a tool to help children learn. This study was conducted as part of a larger more comprehensive long-term research project which aims to combine the two techniques and demonstrate a novel application of the result, using immersive VR to help children learn about fire hazards and practice escape techniques. In the current study, a CAVE was used to immerse participants in a fire scene. To improve the children’s motivation for learning over prior VR fire-safety training methods, game-like interface interaction techniques were used and students were encouraged to explore the virtual world. Rather than being passive viewers, as in prior related studies, the children were given full control to navigate through the virtual environment and to interact with virtual objects using a game pad and a 6DOF wand. Students identified home fire hazards with a partner and then practiced escaping from a simulated fire in the virtual environment. To test for improved motivation, a user study was completed. Results indicate that students were more engaged by the new game-like learning environment and that they reported that they found the experience fun and intriguing. Their enhanced enthusiasm for what is relatively standard fire-safety information demonstrates the promise of using game-based virtual environments for vital but otherwise tedious fire-safety skills training for children.

Using immersive game-based virtual reality to teach fire-safety skills to children

Surprisingly, distance education is quite an old concept. Its origins date back to the first correspondence-based course, which took place via the postal service in Boston, USA, in the 18th century. Rapid technological developments, especially in video and audio streaming, have increased the availability of such courses and moved learning into the virtual world. Due to the ongoing COVID-19 pandemic, we are witnessing an accelerated revolution in the learning process, as nearly all forms of education have been shifted online. Will this have a destructive effect on the human psyche? Is humanity sufficiently aware and ready for such a dramatic change? Will we return to physical in-classroom studies, or is remote distance education set to become the new norm? In particular, in medicine, computer science, fine arts, or architectural design, such a rapid change in the way students learn can be quite challenging. In this paper, we provide an overview of the history of distance learning, taking into account teachers’ and students’ points of view in both secondary and higher education.

/pdf/a-worldwide-journey-through-distance-education-from-the-post-5fzbw1j83a.pdf

A Worldwide Journey through Distance Education—From the Post Office to Virtual, Augmented and Mixed Realities, and Education during the COVID-19 Pandemic

Wildfires are a frequent summer-time concern for land managers and communities neighboring wildlands throughout the world. Computational simulations have been developed to help analyze and predict wildfire behavior, but the primary visualization of these simulations has been limited to 2-dimensional graphics images. We are currently working with wildfire research groups and those responsible for managing the control of fire and mitigation of the wildfire hazard to develop an immersive visualization and simulation application. In our visualization application, the fire spread model will be graphically illustrated on a realistically rendered terrain created from actual DEM data and satellite photography. We are working to improve and benefit tactical and strategic planning, and provide training for firefighter and public safety with our application

/pdf/vrfire-an-immersive-visualization-experience-for-wildfire-23mn1fuxap.pdf

VRFire: an Immersive Visualization Experience for Wildfire Spread Analysis

For decades, virtual reality (VR) and augmented reality (AR) technologies have remained absent from science and engineering workflows due to the custom-built nature of the hardware and software and oftentimes highly task-specific design. In addition to high cost, these characteristics create a critical entry barrier for most users to invest in VR and AR applications. Recent developments in both VR and AR technologies in the commercial sector have resulted in the availability of affordable consumer-grade and reliable VR and AR hardware and software tools. However, significant research is needed to adapt VR and AR technology use for data-intensive scientific and engineering applications such as network modeling research, human sciences research, and visualization of complex simulated environments. Our VR and AR applications provide examples of how scientists and engineers can use advanced visualization technologies to perform data analysis and assessment, thus transforming scientific discovery.

Virtual and Augmented Reality Applications to Support Data Analysis and Assessment of Science and Engineering

Despite foreseeing tremendous speedups over conventional deep neural networks, the performance advantage of binarized neural networks (BNNs) has merely been showcased on general-purpose processors such as CPUs and GPUs. In fact, due to being unable to leverage bit-level-parallelism with a word-based architecture, GPUs have been criticized for extremely low utilization (1 percent) when executing BNNs. Consequently, the latest tensorcores in NVIDIA Turing GPUs start to experimentally support bit computation. In this article, we look into this brand new bit computation capability and characterize its unique features. We show that the stride of memory access can significantly affect performance delivery and a data-format co-design is highly desired to support the tensorcores for achieving superior performance than existing software solutions without tensorcores. We realize the tensorcore-accelerated BNN design, particularly the major functions for fully-connect and convolution layers — bit matrix multiplication and bit convolution. Evaluations on two NVIDIA Turing GPUs show that, with ResNet-18, our BTC-BNN design can process ImageNet at a rate of 5.6K images per second, 77 percent faster than state-of-the-art. Our BNN approach is released on https://github.com/pnnl/TCBNN .

Accelerating Binarized Neural Networks via Bit-Tensor-Cores in Turing GPUs

We present a system called "Cloudberry" that allows users to interactively query, analyze, and visualize large amounts of data with temporal, spatial, and textual dimensions. As a general-purpose full-stack solution, it has a friendly UI, intelligent middleware, and a powerful big data management backend running Apache AsterixDB to enable big data analytics and visualization. We will demonstrate the system using Twitter data on a computer cluster.

https://dl.acm.org/doi/pdf/10.1145/2996913.2996923

Towards interactive analytics and visualization on one billion tweets

Fifteen years of experience in designing and implementing a VR integration library have produced a wealth of lessons upon which we can further build and improve our capability to write worthwhile virtual reality applications. The FreeVR virtual reality library is a mature library, yet continues to progress and benefit from the insights and requests encountered during application development. We compare FreeVR with the standard provisions of virtual reality integration libraries, and provide an in-depth look at FreeVR itself. We examine what design decisions worked, and which fell short. In particular, we look at how the features of FreeVR serve to restore applications of the past into working condition and aid in providing longevity to newly developed applications.

FreeVR: honoring the past, looking to the future

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