GWU Camion

Introduction

Conceived and executed by the faculty of the George Washington University (GW) School of Medicine and Health Sciences (SMHS), and generously funded by Growth and Opportunity Virginia (GO Virginia), the Community Medi-Corps program strives to synergize the potential of community engagement, educational institutions, mentorship, industry collaboration, and business partnerships. Its goal is to narrow the opportunity gap, revolutionize student learning, and enhance the capabilities of the regional workforce.

Community Medi-Corps revolutionizes the educational experience through cutting-edge virtual reality, augmented reality, and a seamless blend of the two. Students will acquire specific skills to pursue their chosen career and eventually take on roles in the health and life sciences industry, thereby contributing to the growth of the economy.

Customer need

The client required an innovative learning approach that, harnessing the potential of Extended Reality, would enable students to learn more effectively and rapidly.

Description of the identified solution

In order to meet the client’s objectives, the creation of an immersive and multitasking environment was imperative. This environment was designed to address challenging situations within a group context, engaging all participants simultaneously. Moreover, it provided options to enhance learning methods for students aspiring to pursue study and career paths in the health industry.

Project description

The Mobile Immersive Learning Center is structured around three key principles: visualization, interaction, and immersion.

It constitutes a completely immersive and multitasking environment, meticulously crafted to introduce challenging scenarios within a group context, engaging all participants simultaneously. The design and technology for mixed reality teaching and learning enable the utilization of movies, 3D images, and augmented reality tools for effective teaching and learning experiences.

Unlocking complexity hinges on an effective image: the visualization of information enables students to rapidly and efficiently grasp insights and understanding. The visual communication strategies implemented in the educational context emphasize the interconnections among various topics, engage students, prompt questions that may not have been considered before, and facilitate the process of memorization. As a result, augmented reality images, videos, and tools work as concept maps, facilitating the organization and effective representation of knowledge related to a given topic.

The optimal approach to learning is achieved through immersive experiences deeply rooted in a specific context. The experience is perceived as a focal point and a key intersection.

Just as a video game immerses players in challenging scenarios, individuals are confronted with real-life cases within complex environments rich with information beyond reality. The technologies employed engage students in an immersive educational experience. Users find themselves in an environment that promotes interaction, encouraging them to stand or move, utilizing their hands to manipulate objects displayed on multiple screens. Within the e-REAL created environment, the body itself serves as input: users can interact by moving their bodies, using hand gestures, and other signs.

Using the body enhances both learning and reasoning, and this interaction paradigm has proven to be effective for games, in immersive environments, in controlling multimedia dance performances, and even for specialized, hands-free tasks such as surgery or emergency medicine.

The learning environment encourages students to engage in hands-on learning through simulations and game-based tools. This context allows learners to experience abstract concepts in three-dimensional space through visualization while enhancing an active learning mindset and cooperative work among students. Visual storytelling techniques play a pivotal role in crafting a lifelike context that actively engages learners in scenario analysis, technical problem-solving, and event comprehension. The most impactful learning occurs through complete immersion in a context; the authentic experience is felt and recognized as a central focal point and a pivotal intersection.

Graphics and programming

During the development of this project, we integrated two fundamental elements that significantly enriched the user experience: a series of narrative 3D videos interspersed with medical educational quizzes, and an interactive interface via iPad.

The 3D footage was meticulously crafted to narrate a captivating story, ensuring a visually immersive and compelling experience. This narrative, however, has been further enriched by the inclusion of medical training quizzes. During the viewing, users were subjected to these quizzes, which were closely related to the content of the story. These interactive segments not only served to validate users’ comprehension and learning but also injected dynamism and active participation into the narrative.

From a technological point of view, the incorporation of iPad devices as an interactive interface marked a substantial innovation. With these tablets, users could interact directly with the content projected on one of the walls of the truck. This interactive mode transformed the experience from passive to active, allowing users to influence the narrative and participate directly in the exhibition. The technology employed ensured a seamless and intuitive interaction, rendering the experience user-friendly and accessible to a diverse audience.

Numbers and data

Currently in its early stages, the Community Medi-Corps program lacks data, and the search and analysis of educational inputs will be conducted in the coming years.

Conclusions

By incorporating interactive storytelling and employing technologies like augmented reality and interactive devices, students are immersed in a learning process rooted in experience, rendering theoretical scientific and technological concepts more accessible and engaging. This hands-on learning approach not only sparks curiosity and creativity but also motivates students to delve deeper into STEM subjects, fostering a richer understanding. Furthermore, engaging with educational content through playful and interactive modes enhances students’ motivation and interest, transforming the learning of STEM subjects into an enjoyable and less intimidating experience.

At Game Thinkers, our commitment lies in researching and implementing innovative training solutions tailored to specific needs, as exemplified by the case of GWU.

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