Mixed Reality Laboratory Training Suite

摘要和项目摘要 实验室培训是一个复杂且劳动密集型的过程。实验室的质量 程序执行对科学有效性、临床实用性和整体安全性至关重要。 实验室工作人员。在过去的几年里，虚拟和增强现实(VR、AR)或在 组合、混合现实(MX)技术一直是人们非常感兴趣的主题 培训社区提供的现实主义和互动性。证据正在浮现 已发表的研究表明，AR/VR模拟器提供高保真培训体验以及 对科学和健康的技术技能进行即时、公正和有效的评估 相关字段。虚拟现实培训有助于培养与现实相关的技能 这可能会缩短新程序的学习曲线。VR培训课程可以 熟悉工作环境、设备和适当的程序 在传统培训之前或与传统培训相结合的情况下，通过保留能力。VR提供了一种 用户在其中进行交互的数字环境，就像在真实世界中一样。最新的 技术发展，增强现实(AR)已经开始被证明是一个强大的工具 以支持和互动的方式提供复杂的课程内容，并提供 术中指导。AR与VR的不同之处在于 执行的任务是在真实世界中执行的，而不是在数字环境中执行的。因此，AR提供了 将数字的、通常是交互的叠加到真实环境中的机会。这些层次的 虚拟和物理环境以一种身临其境、交互的方式结合在一起 环境是由用户体验的。AR在公共卫生方面可能有很大的潜力， 在传染病暴发的偏远、低资源地区的临床实验室人员 或者发生其他医疗危机。在最近的过去，开发虚拟环境的成本和复杂性 增强现实模拟器限制了它们的广泛传播。这一点正在迅速改变 随着商业AR和VR技术变得更实惠，组织也更容易获得 以及公众。 我们提出了这一创新的AR Android智能手机/平板电脑应用程序连续体 入门教育和定向，以及实验室的沉浸式VR模拟器 技能和程序培训。这些技术以及创新的“闭环式”AR技术 由Tietronix在过去10年为NASA开发，增加了程序性维度 监督，不仅确保有效执行，而且确保实验室结果正确 程序。这些工具提供了数字环境，学员可以在其中了解实验室 快速、准确的设备和标准操作程序，从而使快速 建立一支高效的实验室队伍。设想的工具可以在第二阶段成熟 以及III到一个平台，在这个平台上，教学设计师自己可以创造更新、更新颖的VR和 可部署在商用VR/AR上的基于AR的实验室培训材料 硬件平台(包括移动、智能手机和平板电脑)。这些工具可能很快就会 在新实验室、现场诊所或偏远、严酷的环境中设置或分发 不需要软件编程或计算机专业知识。第一阶段研发活动 将研究可行性，然后试点AR和VR培训的集成工具集 贝勒医学院(BCM)全球卫生计划的智能吊舱的申请 “海运集装箱”，快速部署诊所。Tietronix将利用BCM的教学材料 创建虚拟/增强现实版本的一套精选程序和实践 程序，以及设备、装置和仪器的3D交互模型 智能吊舱实验室。增强现实工具的使用将使培训者/教育者 在实验室程序培训期间通过以下方式提高情景意识 在目标顶部叠加附加信息，如指令或图形提示 系统视图(例如，复杂实验室设备的操作或维护)。

Abstract & Project Summary Laboratory training is a complex and labor-intensive process. The quality of laboratory procedure execution is critical for scientific validity, clinical utility and the overall safety of laboratory workers. Over the past few years Virtual and Augmented Reality (VR, AR), or in combination, Mixed Reality (MX) technologies have been a subject of great interest in the training community for the realism and interactivity provided. Evidence is emerging from published studies that AR/VR simulators provide high fidelity training experiences as well as instantaneous, unbiased, and valid assessment of technical skills for scientific and health related fields. Virtual reality training contributes to the development of skills relevant for real procedures and might shorten the learning curve for new procedures. VR training sessions can build familiarity with work environments, equipment and proper procedures can and build competency through retention prior to or in combination with traditional training. VR provides a digital environment in which the user interacts as if it in the real world. The more recent technology development, Augmented Reality (AR), has begun to prove a powerful tool for delivering complex curricula content in supportive and interactive way as well as offering intraprocedural guidance. AR differs from VR because the focus of the interaction of the performed task is within the real world instead of the digital environment. Thus, AR offers the opportunity of a digital, often interactive overlay onto a real environment. These layers of the virtual and physical environment are combined in a way that an immersive, interactive environment is experienced by the user. AR may have a strong potential in public health and clinical laboratory personnel in remote, low resource areas where infectious disease outbreaks or other medical crises occur. In the recent past the cost and complexity of developing virtual and augmented reality simulators limited their widespread distribution. This is quickly changing as commercial AR and VR technologies become more affordable and available to organizations and the public. We propose this innovative continuum of AR android smartphone/tablet applications for introductory education and orientation, and companion, immersive VR simulators for laboratory skills and procedures training. These along with the innovated “closed-loop” AR technologies developed by Tietronix for NASA over the past 10 years adds a dimension of procedural oversight, insuring not only effective execution, but also correct outcomes of laboratory procedures. These tools present digital environments where trainees can learn about laboratory equipment and standard operating procedures quickly and correctly, thereby enabling rapid creation of an effective laboratory workforce. The envisioned tools can be matured in Phases II and III to a platform where instructional designers themselves can create newer, novel VR and AR based laboratory training materials that can be deployed on commercially available VR/AR hardware platforms (including mobile, smartphone and tablets). These tools could be quickly setup or distributed in new laboratories, field-based clinics or remote, austere environments without software programming or the need for computer expertise. The Phase I R&D activities will investigate the feasibility, and then pilot an integrated toolset of AR and VR Training applications for the Baylor College of Medicine (BCM) Global Health Initiative’s Smart Pod “shipping container,” rapid-deploy clinic. Tietronix will utilize instructional material from BCM for a select set of procedures and practices to create virtual/augmented reality version of these procedures, along with 3D, interactive models of equipment, devices and instrumentation in the Smart Pod laboratories. The use of the Augmented Reality tools will enable trainers/educators to provide enhanced situational awareness during the laboratory procedures training by overlaying additional information such as instructions or graphical cues on top of the target system views (for example, operation or maintenance of complex laboratory equipment).