Nurul Shuhadah Rosni
Universiti Kuala Lumpur, MIIT, Kuala Lumpur [email protected]
Zahidah Abd Kadir, Megat Norulazmi Megat Noor, Zaidatul Husna Abd Rahman, Nurulain Abu Bakar Universiti Kuala Lumpur, MIIT, Kuala Lumpur, Universiti Kuala Lumpur, MIIT, Kuala Lumpur
, Universiti Kuala Lumpur, RCMP, Ipoh Perak, Universiti Kuala Lumpur, RCMP, Ipoh Perak
Highlights: Anatomy and physiology are one of the important subjects, which formally taught to the physiotherapy students. The main educational objective is to provide knowledge on human anatomy structure and system, which is important to determine physiotherapeutic treatment and skills. In UniKL, RCMP’s Physiotherapy Program, anatomy, and physiology learning activities involve with lecture-based teaching, using artificial bones and performing clinical tests on human cadavers. The traditional anatomy and physiology learning method were taught by didactic lectures, while the use of cadavers is limited due to the issues such as storing, morality, public perception as well as the reduction in a cadaveric donation. Therefore, more advanced in learning method is needed to overcome this gap and enhance the students’ learning. The main focus of this study is on highlighting the crucial design characteristic to develop an augmented reality application in anatomy and physiology course. The used of ARCore technology give an advance to the technology with a better experience of augmented reality to the user rather than using the maker- less or maker-based technology. The study conducts a user study to evaluate the usability and learnability effectiveness of the application. A total of 80 participants will be involved in this study, which are undergraduate students in the diploma of physiotherapy program at UniKl, RCMP. Therefore, this study will contribute knowledge in design and development of the augmented reality environment. Hence, this study will be a step forward to an exploration of the AR benefit inexperienced- learning approach application.
Keywords: augmented reality, physiotherapy education, cardiovascular system, multimedia interactive development Introduction
Anatomy and physiology are one of the important courses, which formally taught to the physiotherapy students.
Generally, this subject help student to identify the specific structures of bones, muscles, tendon, ligament, joint and other soft tissues (Youdas, Krause, & Hellyer, 2015). The main educational objective of this course is to provide knowledge on human anatomy structure and system, which is important to determine physiotherapeutic treatment and skills. In Universiti Kuala Lumpur, Royal College of Medical Perak’s (RCMP) Diploma in Physiotherapy Program, anatomy and physiology learning activities involve with lecture-based teaching, using artificial bones and performing clinical tests on human cadavers. The traditional anatomy and physiology learning method which based on 2D images and plastic model materials were taught by didactic lectures, while the use of cadavers is limited due to the issues such as storing, morality, public perception as well as reduction in cadaveric donation (Chien, Chen, & Jeng, 2010; Thidar, Myint, Khin, & Naing, 2016). Even though the use of cadaver dissection allowed students to view the human anatomy structure, however, students may experience the feeling of stress and anxiety because the patient is a dead one (Thidar et al., 2016), meanwhile, the physiology could not be observed on the dead organ. Therefore, more advanced in learning method is needed to overcome this gap and enhance the students’ learning.
Learning anatomy and physiology requires students to relate the human anatomy structure, their physical attributes and its relationships to one another. Small structures can only be observed and analyzed with the use of a microscope and other larger structures do not need the aid of magnification, readily be seen. Meanwhile, the study of their physical attributes and its relationships to one another can only be done through a dissection. The emerging technology such as augmented reality which used three-dimension (3D) has given a better view for anatomical education. The use of augmented reality (AR) with the help of ARCore technology allowed a better experience for learning in merging the augmented reality and real-world environment. Hence, with an improved understanding of the real-world environment, ARCore can make any horizontal or vertical surfaces in real-world that act as a plane to anchor the 3D objects.
The AR has continued to improve the learning experience by providing teaching aids which offer a close likeness to the human body which relates to its structures and functions (Falah et al., 2015). The use of AR in education can improve teaching and learning in many ways. One of the most significantly enables students to obtain knowledge and a better understanding of the human body within a virtual environment, which allows the user to manipulate action such as modify objects size in the virtual environment, which is the most important point for the student as this
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149 is impossible to accomplish in reality. Therefore, this study aims to develop 3D visualization specifically focus on the cardiovascular system for undergraduate physiotherapy program at UniKL, RCMP. The main focus of this study is on highlighting the crucial design characteristic to develop an augmented reality application in anatomy and physiology course. The study hypothesizes that 3D visualization of human anatomy structure in the AR with the use of ARCore technology can enhance the learning process. Hence, this study will contribute to the overall understanding of the design perspective in AR development. The objectives for this research are to design and develop cardiovascular system augmented reality application using the critical design characteristics for undergraduate physiotherapy students.
System Design
This study aims to design the AR application for an immersive 3D visualization, which allows students to understand the cardiovascular system with audiovisual support. A complete structure cardiovascular system model will be reconstructed in 3D visualization which can be decomposed and reassembled. The AR design will provide detail information to the students, which includes the heart’s position, layers, chambers, and valves. The AR system is designed with clear labeling and interactive 3D model for user to easily get the related position of upper and lower limb model in a different angle. Based on the perspective of the cognitive learning theory, the proper design of the multimedia courseware used the multimedia design guidelines by Clark and Mayer (2011) works. The proposed model aims to further develop the cognitive theory of multimedia learning based on Clark and Mayer’s (2011) work. Seven principles were used throughout the multimedia design presentation:
Table 1.1: Multimedia design guideline (Clark and Mayer, 2011) 1) Multimedia and Modality
Principles
To communicate content, use the relevant graphics explained by audio narration
2) Exception to Modality Principle For information that needs learner’s time to process use text on the screen 3) Temporal Contiguity Principle Do not separate visual and audio that describes the visual
4) Redundancy Principle When using graphics on the screen do not present words as both onscreen
text and narration
5) Coherence Principle Avoid irrelevant videos, animations, music, stories, and lengthy narrations
6) Personalization Principle Use conversational style using the first and second person for audio scripting
7) Segmentation Principle Break content down into small chunks using continue or next button The design interface will provide an extra window to show detail information of each the heart structure. Thus, the student can get immediate information without the need to check textbook or other resources to get the detail information which means student do not get distracted while viewing the anatomy structure. The AR anatomy learning application in this study is used as supplementary materials to help physiotherapy students to obtain knowledge and better understanding in the anatomy course. In this study, users will need an android smartphone in order to simulate the immersive 3D visualization of the cardiovascular system.
Creative Design Production
This section explains activities involved in the creative design production in designing the prototype. Based on the systematic search strategy from the literature review, this study has used the following design characteristic for the design and development of CSAR content application:
Table 1.2: Design characteristic for CSAR application Characteristic Definition
Interface design Information presentation:
Effective learning through the presentation of 3D organ which provide actual object position in human body together with explanation (Layona et al.,2018).
Provide information about organ system and its function (Nuanmeesri, 2018).
Use a realistic images and smooth object transition between one object to another within a 3D view angle (Salmi et al., 2015).
Provide 3D digital model to represent the real human anatomy (Ferrer-Torregrosa et al., 2015).
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150 System Input and
Feedback
Selection & Control of the System:
Use accurate trackable image for object interaction and enable user to choose from menu selection. (Layona et al., 2018).
Allow user to modify virtual structure position to offer different perspective of the subject matter (Ferrer-Torregrosa et al., 2015; Juanes et al., 2014)
Non-linear navigation to offer free navigation within the application (Salmi et al., 2015).
Text Overlay Standard ergonomic requirements:
Provide labels with relevant information to assist greater understanding and retains memory.
Provide description panel to which consist of more information about the subject (Salmi et al., 2015).
Audio Content
and Speech
Recognition
Content relevance & system control:
Use of instructive audio as complement to support 3D digital model (Juanes et al., 2014).
Meanwhile, the following figure illustrate the method used for the AR content in this study. Firstly, a real object of heart anatomy will be scan using MRI for reconstructing 3D modeling. To create a realistic of human heart anatomy, texturing process were done. Next animation is created for the 3D model. The 3Ds max software is used for 3D modelling development, creating the texturing, and animation process. The cleanup of 3D model then was import into Unity software using fbx format. Two types of adjustment will be done on the 3D model and layout. The programming language of C# scripting is used for navigation and user interactivity, while debugging process is performed to identify issues and problem in the Unity development.
Figure 1.1: AR creation method for CSAR application adapted from (Camba & Contero, 2015)
Figure 3 describes the AR process which start with the identifying real object of the cardiovascular organ, which then is scanned to retrieve the MRI image. Based on the MRI 3D modelling was constructed, later texturing is applied to create a realistic model of cardiovascular for the CSAR application.
Figure 1.2: AR creation process (a) real object, (b) MRI image, (c) 3D model, (d) texturing, (e) augmented reality Cardiovascular System-ARcore (CSAR) Based Technology
The following figures illustrates the interface design of CSAR, based on the crucial design characteristic from the previous study:
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151 Figure 1.3: The main interface of CSAR
Figure 1.4: The main menu in CSAR
Figure 1.5: Interface design for the anatomy of heart Conclusion
The present work aims to explore the advantages of AR as an educational tool in anatomy structure for physiotherapy education. The research aims to design AR based application from the view of instructional designer, hence it will define a proper experimental set-up for the design issues and testing to enhance anatomy structure learning by immersing students in a virtual environment. Therefore, this study will contribute knowledge in design and development of augmented reality environment. Hence, this study will be a step forwards to an exploration of the AR benefit in experienced-learning approach application.
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