Design Principles for VanVR APP: a Virtual Anatomy Lab
Notice bibliographique
Résumé
The VanVR APP (Vancouver Virtual Reality Anatomy and Pathology Project) is a virtual anatomy lab with 3D anatomy dissection scans, which in the post‐pandemic learning environment is a “digital twin” to the physical lab. The principles of this re‐design are based on instructors' need to offer an alternate supplemental teaching environment, and students’ need to access high‐quality anatomy scans preparing for the dissection lab experience. VanVR was created using Unity and WebGL offering two separate user interfaces (UI): one for students and one for instructors. The student UI leads to a virtual anatomy lab (VAL) of interactive 3D models. The instructor UI; the Lab Maker (LM), allows instructors to customize their courses from a wide database of fully‐labeled specimens, images, and videos. VanVR’s user experience (UX) of the VAL was designed to mimic a lab’s environment including anatomy code of conduct and many control functions. UI and UX designs intend to meet student needs with a focus on intuitive interfaces and interactions to maximize attention on the anatomy content rather than navigating technological difficulties. VanVR was designed as an accessible web app using a traditional and universal design layout that allows for seamless future mobile/tablet expansion. In the student portal and the LM, organized by importance, the main bulk of the course material was centrally placed in common sections to allow for an effective tree hierarchy and smooth accessibility. The student UI visual hierarchy was highlighted via a checklist to track weekly learning progress supplemented by course material, lab manuals, specimens, videos, and images. The login information, content menu, and sub‐menus were then distributed around the main grid. This layout helped to convey easy navigation, accessibility, and uniform connectivity. The anatomy content menu was sorted by body regions (atlas or textbook hierarchy). The aim of VanVR's layout was to mimic familiar apps for a smooth user experience. Moreover, to attain user seamless transition, VanVR’s layout matched UBC’s learning management system; Canvas features such as student checklists, content upload, and editing course material in the LM. Equal principles were used in the UX, the VAL design resembles an actual anatomy lab, this mimicry principle induces learnability. The user control shows the main elements in a simple hierarchy, design, colors, and text font granting intuitive and seamless navigation. To deliver flexibility and redundancy, we added multiple logical routes to finish tasks and bypass system lags. For more student‐instructor interaction, instructors were given the feature to control the number of labels on the specimens or pose question labels to match the learning objectives. As a result, VanVR UI and UX design followed basic aesthetics aiming for an efficient and accessible learning/teaching tool. Our future plan includes adapting the UI and UX to smartphone/tablet screen size and features. For more accessibility and redundancy, a search feature will be added to allow users to rapidly find specimens.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».