Augmented Reality (AR) is an emerging technology that allows computer graphics to be superimposed onto real world scenes at interactive frame rates. AR is still in its infancy and the full range of applications that can benefit from this approach is still to be determined. The research described in this thesis has studied AR in the context of the medical applications domain and endeavoured to develop a novel and effective advance in the tools available for anatomy education using off the shelf hardware components.
The use of cadaver dissections as a means of teaching gross anatomy has decreased markedly over recent decades. Several widely used alternatives exist; however dissections are still regarded as being the Gold Standard in anatomy education.
The use of Virtual Environments using three dimensional computer graphics models
has been reported in the last decade as a method of teaching anatomy. Generally such environments only convey the shape of the anatomy to the student. AR environments have also been investigated for medical education, including several
training tools for surgical procedures. Few AR environments are reported that aim
to teach gross anatomy. Presented in this thesis is the development of the Bangor
Augmented Reality Education Tool for Anatomy (BARETA), a system that combines AR technology, displaying volume and surface renderings of medical datasets, with anatomically correct models produced using Rapid Prototyping (RP) technology, to provide the student with stimulation for touch as well as sight. Both the RP model and the user's viewpoint were tracked using separate tracking devices. The use of RP models in this way for anatomical education is unique to this research project.
The principal aims of this work were to provide a more intuitive interface t han a mouse and keyboard, and to evaluate such a system as a viable supplement to traditional cadaver based education. A preliminary evaluation was carried out through
user studies in which groups of potential end users operated BARETA then filled out questionnaires that asked both about how useful they found the BARETA to be t o their education, and how easy BARETA was to use. The versions of BARETA
evaluated by students presented them with a rich environment in which to explore and learn the anatomy of the human head. The results from this work demonstrate that we have developed a compelling tool for anatomy education that augurs well for future innovation in medical AR.