Jonas Mandel, B.Sc.
Publications
2024
Schott, D; Kunz, M; Mandel, J; Schwenderling, L; Braun-Dullaeus, R; Hansen, C
An AR-Based Multi-User Learning Environment for Anatomy Seminars Proceedings Article
In: 2024 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW), pp. 949–950, IEEE, Orlando, FL, USA, 2024, ISBN: 979-8-3503-7449-0.
@inproceedings{schott_ar-based_2024,
title = {An AR-Based Multi-User Learning Environment for Anatomy Seminars},
author = {D Schott and M Kunz and J Mandel and L Schwenderling and R Braun-Dullaeus and C Hansen},
url = {https://ieeexplore.ieee.org/document/10536568/},
doi = {10.1109/VRW62533.2024.00271},
isbn = {979-8-3503-7449-0},
year = {2024},
date = {2024-03-01},
urldate = {2024-03-01},
booktitle = {2024 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW)},
pages = {949–950},
publisher = {IEEE},
address = {Orlando, FL, USA},
abstract = {Understanding the intricate and rapid changes in shape during em-bryonic formation is vital for medical students. Using the example of embryonic human heart development, we introduce an AR-based multi-user approach to enhance understanding and foster a participatory learning environment. Through a user-centered approach, we created a prototype accommodating two player roles and enabling multi-modal inputs to encourage dynamic group discussions. We in-vited four anatomy experts to evaluate three system configurations in an interdisciplinary workshop to assess the feasibility of integration into anatomy seminars. The gathered data and feedback indicate the potential of our collaborative concept for integration into the medical curriculum.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Understanding the intricate and rapid changes in shape during em-bryonic formation is vital for medical students. Using the example of embryonic human heart development, we introduce an AR-based multi-user approach to enhance understanding and foster a participatory learning environment. Through a user-centered approach, we created a prototype accommodating two player roles and enabling multi-modal inputs to encourage dynamic group discussions. We in-vited four anatomy experts to evaluate three system configurations in an interdisciplinary workshop to assess the feasibility of integration into anatomy seminars. The gathered data and feedback indicate the potential of our collaborative concept for integration into the medical curriculum.
Schott, D; Heinrich, F; Kunz, M; Mandel, J; Albrecht, A; Braun-Dullaeus, R; Hansen, C
CardioCoLab: Collaborative Learning of Embryonic Heart Anatomy in Mixed Reality Journal Article
In: Eurographics Workshop on Visual Computing for Biology and Medicine, 2024, (Artwork Size: 5 pages Edition: 1191 ISBN: 9783038682448 Publisher: The Eurographics Association).
@article{schott_cardiocolab_2024,
title = {CardioCoLab: Collaborative Learning of Embryonic Heart Anatomy in Mixed Reality},
author = {D Schott and F Heinrich and M Kunz and J Mandel and A Albrecht and R Braun-Dullaeus and C Hansen},
url = {https://diglib.eg.org/handle/10.2312/vcbm20241191},
doi = {10.2312/VCBM.20241191},
year = {2024},
date = {2024-01-01},
urldate = {2024-01-01},
journal = {Eurographics Workshop on Visual Computing for Biology and Medicine},
abstract = {The complexity of embryonic heart development presents significant challenges for medical education, particularly in illustrating dynamic morphological changes over short time periods. Traditional teaching methods, such as 2D textbook illustrations and static models, are often insufficient for conveying these intricate processes. To address this gap, we developed a multi-user Mixed Reality (MR) system designed to enhance collaborative learning and interaction with virtual heart models. Building on previous research, we identified the needs of both students and teachers, implementing various interaction and visualization features iteratively. An evaluation with teachers and students (N = 12) demonstrated the system's effectiveness in improving engagement and understanding of embryonic heart development. The study highlights the potential of MR in medical seminar settings as a valuable addition to medical education by enhancing traditional learning methods.},
note = {Artwork Size: 5 pages
Edition: 1191
ISBN: 9783038682448
Publisher: The Eurographics Association},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The complexity of embryonic heart development presents significant challenges for medical education, particularly in illustrating dynamic morphological changes over short time periods. Traditional teaching methods, such as 2D textbook illustrations and static models, are often insufficient for conveying these intricate processes. To address this gap, we developed a multi-user Mixed Reality (MR) system designed to enhance collaborative learning and interaction with virtual heart models. Building on previous research, we identified the needs of both students and teachers, implementing various interaction and visualization features iteratively. An evaluation with teachers and students (N = 12) demonstrated the system's effectiveness in improving engagement and understanding of embryonic heart development. The study highlights the potential of MR in medical seminar settings as a valuable addition to medical education by enhancing traditional learning methods.
Schott, D; Kunz, M; Heinrich, F; Mandel, J; Albrecht, A; Braun-Dullaeus, R; Hansen, C
Stand Alone or Stay Together: An In-situ Experiment of Mixed-Reality Applications in Embryonic Anatomy Education Proceedings Article
In: Proceedings of the 30th ACM Symposium on Virtual Reality Software and Technology, pp. 1–11, Association for Computing Machinery, New York, NY, USA, 2024, ISBN: 979-8-4007-0535-9.
@inproceedings{schott_stand_2024,
title = {Stand Alone or Stay Together: An In-situ Experiment of Mixed-Reality Applications in Embryonic Anatomy Education},
author = {D Schott and M Kunz and F Heinrich and J Mandel and A Albrecht and R Braun-Dullaeus and C Hansen},
url = {https://dl.acm.org/doi/10.1145/3641825.3687706},
doi = {10.1145/3641825.3687706},
isbn = {979-8-4007-0535-9},
year = {2024},
date = {2024-01-01},
urldate = {2024-01-01},
booktitle = {Proceedings of the 30th ACM Symposium on Virtual Reality Software and Technology},
pages = {1–11},
publisher = {Association for Computing Machinery},
address = {New York, NY, USA},
series = {VRST '24},
abstract = {Where traditional media and methods reach their limits in anatomy education, mixed-reality (MR) environments can provide effective learning support because of their high interactivity and spatial visualization capabilities. However, the underlying design and pedagogical requirements are as diverse as the technologies themselves. This paper examines the effectiveness of individual- and collaborative learning environments for anatomy education, using embryonic heart development as an example. Both applications deliver the same content using identical visualizations and hardware but differ in interactivity and pedagogical approach. The environments were evaluated in a user study with medical students (n = 90) during their examination phase, assessing usability, user experience, social interaction/co-presence, cognitive load, and personal preference. Additionally, we conducted a knowledge test before and after an MR learning session to determine educational effects compared to a conventional anatomy seminar. Results indicate that the individual learning environment was generally preferred. However, no significant difference in learning effectiveness could be shown between the conventional approach and the MR applications. This suggests that both can effectively complement traditional seminars despite their different natures. Our study contributes to understanding how different MR settings could be tailored for anatomical education.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Where traditional media and methods reach their limits in anatomy education, mixed-reality (MR) environments can provide effective learning support because of their high interactivity and spatial visualization capabilities. However, the underlying design and pedagogical requirements are as diverse as the technologies themselves. This paper examines the effectiveness of individual- and collaborative learning environments for anatomy education, using embryonic heart development as an example. Both applications deliver the same content using identical visualizations and hardware but differ in interactivity and pedagogical approach. The environments were evaluated in a user study with medical students (n = 90) during their examination phase, assessing usability, user experience, social interaction/co-presence, cognitive load, and personal preference. Additionally, we conducted a knowledge test before and after an MR learning session to determine educational effects compared to a conventional anatomy seminar. Results indicate that the individual learning environment was generally preferred. However, no significant difference in learning effectiveness could be shown between the conventional approach and the MR applications. This suggests that both can effectively complement traditional seminars despite their different natures. Our study contributes to understanding how different MR settings could be tailored for anatomical education.