{"id":368,"date":"2022-07-21T00:58:06","date_gmt":"2022-07-20T23:58:06","guid":{"rendered":"https:\/\/www.open.ac.uk\/blogs\/rrimap\/?p=368"},"modified":"2024-09-15T14:03:33","modified_gmt":"2024-09-15T13:03:33","slug":"368","status":"publish","type":"post","link":"https:\/\/www.open.ac.uk\/blogs\/rrimap\/index.php\/2022\/07\/21\/368\/","title":{"rendered":"AI &#038; AR Map: The heart diseases"},"content":{"rendered":"<div class=\"hightlight\">\n<p><span class=\"TextRun SCXW175001047 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"auto\"><span class=\"NormalTextRun SCXW175001047 BCX0\">This <\/span><span class=\"NormalTextRun SCXW175001047 BCX0\">best practice describes an\u00a0<\/span><span class=\"NormalTextRun SCXW175001047 BCX0\">open schooling initiative<\/span><\/span><span class=\"TextRun SCXW175001047 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"auto\"><span class=\"NormalTextRun SCXW175001047 BCX0\">\u00a0developed by UFSC university and 12 secondary schools in Santa Catarina\u00a0<\/span><span class=\"NormalTextRun SCXW175001047 BCX0\">\u2013<\/span><span class=\"NormalTextRun SCXW175001047 BCX0\">\u00a0Brazil<\/span><span class=\"NormalTextRun SCXW175001047 BCX0\">.\u00a0<\/span><\/span><\/p>\n<p><iframe loading=\"lazy\" title=\"YouTube video player\" src=\"https:\/\/www.youtube-nocookie.com\/embed\/6etdOWLX8VI?si=DYQeH3fGN23vp83S\" width=\"560\" height=\"315\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p><span class=\"TextRun SCXW175001047 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"auto\"><span class=\"NormalTextRun SCXW175001047 BCX0\">It was\u00a0<\/span><\/span><span class=\"TextRun SCXW175001047 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"auto\"><span class=\"NormalTextRun SCXW175001047 BCX0\">supported by the Open University OU-UK.<\/span><\/span><span class=\"EOP SCXW175001047 BCX0\" data-ccp-props=\"{&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:120,&quot;335559740&quot;:276}\">\u00a0<\/span><\/p>\n<\/div>\n<p><b><span data-contrast=\"auto\"><span class=\"TextRun SCXW175001047 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"auto\"><span class=\"NormalTextRun SCXW175001047 BCX0\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-369\" src=\"https:\/\/www.open.ac.uk\/blogs\/rrimap\/wp-content\/uploads\/2024\/07\/RAE.png\" alt=\"\" width=\"327\" height=\"277\" srcset=\"https:\/\/www.open.ac.uk\/blogs\/rrimap\/wp-content\/uploads\/2024\/07\/RAE.png 624w, https:\/\/www.open.ac.uk\/blogs\/rrimap\/wp-content\/uploads\/2024\/07\/RAE-300x254.png 300w\" sizes=\"auto, (max-width: 327px) 100vw, 327px\" \/><\/span><\/span><\/span><\/b><\/p>\n<p><b><span data-contrast=\"auto\">Care:<\/span><\/b><span data-contrast=\"auto\">\u00a0Students were very engaged to investigate a real issue that they were concerned and interested in \u2013\u00a0 the heart diseases and their causes. The activities were developed with\u00a0<\/span><b><span data-contrast=\"auto\">professionals<\/span><\/b><span data-contrast=\"auto\">\u00a0in Medicine and academic students in Biology and Computer Science who prepared the activities using AR resources developed by the OU.\u00a0<\/span><span data-ccp-props=\"{&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:120}\">\u00a0<\/span><\/p>\n<p><b><span data-contrast=\"auto\">Know:<\/span><\/b><span data-contrast=\"auto\">\u00a0Approximately\u00a0<\/span><b><span data-contrast=\"auto\">360 Students<\/span><\/b><span data-contrast=\"auto\">\u00a0aged from 11 to 15\u00a0\u00a0 used Augmented Reality to increase their\u00a0<\/span><b><span data-contrast=\"auto\">know<\/span><\/b><span data-contrast=\"auto\">ledge about parts of the heart and its functions. They also explored a healthy and an unhealthy 3D heart.\u00a0<\/span><span data-ccp-props=\"{&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:120}\">\u00a0<\/span><\/p>\n<p><b><span data-contrast=\"auto\">Do:<\/span><\/b><span data-contrast=\"auto\">\u00a0After interacting with professionals, students\u2019 science action was to provide (<\/span><b><span data-contrast=\"auto\">do<\/span><\/b><span data-contrast=\"auto\">) a workshop for their parents to show the effects of smoking, drugs, alcohol and unhealthy food to their hearts.\u00a0 The key\u00a0<\/span><b><span data-contrast=\"auto\">benefits\u00a0<\/span><\/b><span data-contrast=\"auto\">for students were engagement, visual understanding and communication skills.\u00a0<\/span><span data-ccp-props=\"{&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:120}\">\u00a0<\/span><\/p>\n<p><b><span data-contrast=\"auto\">Findings:<\/span><\/b><span data-contrast=\"auto\">\u00a0This initiative was based on a semi-structured scenario linked to the school national curriculum. This practice was organised by \u201cRA in schools\u201d led by UFSC University who engaged undergraduates in Medicine to work together with undergraduates in Computer science to plan activities with the open educational resources AR developed by the OU and BBC. Teachers found the activities very supportive, attractive and linked with the school curriculum. Parents found that kids were very excited and AR created more opportunity for them to show and discuss the content with them. Undergraduate students enjoyed to interact with school community and realised that they could develop more AR resources in other topics and areas.<\/span><span data-ccp-props=\"{&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:120}\">\u00a0<\/span><\/p>\n<p><b><span data-contrast=\"auto\">Outcomes:\u00a0<\/span><\/b><span data-contrast=\"auto\">Secondary school students found that AR helped them to increase their understanding about the heart. They also found activities with experts in Medicine and Computer Science useful for them to know about these areas, university and professional careers. They liked a lot the activities and were willing to use this approach again to learn other\u00a0 topics and also in other disciplines.<\/span><span data-ccp-props=\"{&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:120}\">\u00a0<\/span><\/p>\n<p><strong>How can AI with AR be used to support students with science actions ?<\/strong><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone \" src=\"https:\/\/www.connect-science.net\/wp-content\/uploads\/2024\/07\/map-casual-loop.png\" width=\"610\" height=\"658\" \/><\/p>\n<p><strong>AI generated the UML code of a\u00a0 &#8220;casual loop map&#8221;<\/strong><\/p>\n<h6>@startuml<br \/>\n!define RECTANGLE class<br \/>\n!define ELLIPSE actor<br \/>\nskinparam defaultTextAlignment center<br \/>\nRECTANGLE Obesity {<br \/>\n}<br \/>\nRECTANGLE &#8220;Heart Disease Risk&#8221; as HeartDiseaseRisk {<br \/>\n}<br \/>\nRECTANGLE &#8220;Caloric Intake&#8221; as CaloricIntake {<br \/>\n}<br \/>\nRECTANGLE &#8220;Outdoor Exercise&#8221; as OutdoorExercise {<br \/>\n}<br \/>\nRECTANGLE &#8220;Physical Fitness&#8221; as PhysicalFitness {<br \/>\n}<br \/>\nRECTANGLE &#8220;Gut Microbiome Health&#8221; as GutMicrobiomeHealth {<br \/>\n}<br \/>\nRECTANGLE &#8220;Fecal Transplants&#8221; as FecalTransplants {<br \/>\n}<br \/>\nObesity &#8211;&gt; HeartDiseaseRisk : increases (+)<br \/>\nHeartDiseaseRisk &#8211;&gt; OutdoorExercise : motivates (-)<br \/>\nOutdoorExercise &#8211;&gt; Obesity : decreases (-)<br \/>\nOutdoorExercise &#8211;&gt; PhysicalFitness : improves (+)<br \/>\nCaloricIntake &#8211;&gt; Obesity : increases (+)<br \/>\nOutdoorExercise &#8211;&gt; CaloricIntake : reduces (-)<br \/>\nPhysicalFitness &#8211;&gt; GutMicrobiomeHealth : enhances (+)<br \/>\nFecalTransplants &#8211;&gt; GutMicrobiomeHealth : improves (+)<br \/>\nGutMicrobiomeHealth &#8211;&gt; Obesity : decreases (-)<br \/>\n@enduml<\/h6>\n<p class=\"whitespace-pre-wrap break-words\">How can AI knowledge maps with AR\u00a0 enhance learning about these health topics and provide a list of activities for teachers?<\/p>\n<ol class=\"-mt-1 list-decimal space-y-2 pl-8\">\n<li class=\"whitespace-normal break-words\">Interactive 3D Knowledge Maps:\n<ul class=\"-mt-1 list-disc space-y-2 pl-8\">\n<li class=\"whitespace-normal break-words\">AI generates 3D knowledge maps that students can explore in AR.<\/li>\n<li class=\"whitespace-normal break-words\">Example: A 3D map showing connections between obesity, heart health, and gut microbiome.<\/li>\n<li class=\"whitespace-normal break-words\">Activity: Students use AR headsets to navigate the 3D map, identifying and explaining connections between concepts.<\/li>\n<\/ul>\n<\/li>\n<li class=\"whitespace-normal break-words\">Personalized Learning Pathways:\n<ul class=\"-mt-1 list-disc space-y-2 pl-8\">\n<li class=\"whitespace-normal break-words\">AI analyzes each student&#8217;s understanding and creates custom learning routes through the knowledge map.<\/li>\n<li class=\"whitespace-normal break-words\">Activity: Students follow personalized AR-guided tours through the health topics, with quizzes and checkpoints along the way.<\/li>\n<\/ul>\n<\/li>\n<li class=\"whitespace-normal break-words\">Dynamic Causal Loop Diagrams:\n<ul class=\"-mt-1 list-disc space-y-2 pl-8\">\n<li class=\"whitespace-normal break-words\">AI creates and updates causal loop diagrams as students learn, similar to the image provided.<\/li>\n<li class=\"whitespace-normal break-words\">Activity: Students manipulate variables in the AR environment to see how changes affect the entire system (e.g., how increasing exercise impacts obesity and heart health).<\/li>\n<\/ul>\n<\/li>\n<li class=\"whitespace-normal break-words\">Virtual Body Exploration:\n<ul class=\"-mt-1 list-disc space-y-2 pl-8\">\n<li class=\"whitespace-normal break-words\">AI generates detailed, interactive 3D models of body systems.<\/li>\n<li class=\"whitespace-normal break-words\">Activity: Students use AR to &#8220;dissect&#8221; virtual hearts, exploring the effects of obesity on heart structure and function.<\/li>\n<\/ul>\n<\/li>\n<li class=\"whitespace-normal break-words\">Gut Microbiome Visualization:\n<ul class=\"-mt-1 list-disc space-y-2 pl-8\">\n<li class=\"whitespace-normal break-words\">AI simulates the gut microbiome in AR, showing how it changes with diet and after fecal transplant.<\/li>\n<li class=\"whitespace-normal break-words\">Activity: Students experiment with different dietary inputs and observe changes in the virtual gut microbiome.<\/li>\n<\/ul>\n<\/li>\n<li class=\"whitespace-normal break-words\">AI-Powered Health Data Analysis:\n<ul class=\"-mt-1 list-disc space-y-2 pl-8\">\n<li class=\"whitespace-normal break-words\">Students input anonymized health data, which AI processes to create visual trends and predictions.<\/li>\n<li class=\"whitespace-normal break-words\">Activity: Students use AR to explore data visualizations, identifying patterns and making hypotheses about public health trends.<\/li>\n<\/ul>\n<\/li>\n<li class=\"whitespace-normal break-words\">Collaborative Research Spaces:\n<ul class=\"-mt-1 list-disc space-y-2 pl-8\">\n<li class=\"whitespace-normal break-words\">AI facilitates group knowledge building in shared AR spaces.<\/li>\n<li class=\"whitespace-normal break-words\">Activity: Students work in teams to create comprehensive knowledge maps on assigned health topics, with AI suggesting connections and fact-checking in real-time.<\/li>\n<\/ul>\n<\/li>\n<li class=\"whitespace-normal break-words\">Virtual Health Experiments:\n<ul class=\"-mt-1 list-disc space-y-2 pl-8\">\n<li class=\"whitespace-normal break-words\">AI simulates long-term health outcomes based on lifestyle choices.<\/li>\n<li class=\"whitespace-normal break-words\">Activity: Students design virtual long-term studies on obesity prevention, using AR to fast-forward through years of simulated results.<\/li>\n<\/ul>\n<\/li>\n<li class=\"whitespace-normal break-words\">Argument Mapping for Health Debates:\n<ul class=\"-mt-1 list-disc space-y-2 pl-8\">\n<li class=\"whitespace-normal break-words\">AI helps students construct and visualize argument maps on controversial health topics.<\/li>\n<li class=\"whitespace-normal break-words\">Activity: Students debate the ethics and efficacy of fecal transplants, using AR to build and present their argument maps.<\/li>\n<\/ul>\n<\/li>\n<li class=\"whitespace-normal break-words\">Design Thinking for Health Solutions:\n<ul class=\"-mt-1 list-disc space-y-2 pl-8\">\n<li class=\"whitespace-normal break-words\">AI guides students through the design thinking process to address health challenges.<\/li>\n<li class=\"whitespace-normal break-words\">Activity: Students use AR to prototype and test obesity prevention programs, with AI providing feedback and suggestions.<\/li>\n<\/ul>\n<\/li>\n<li class=\"whitespace-normal break-words\">AI-Generated Quiz Landscapes:\n<ul class=\"-mt-1 list-disc space-y-2 pl-8\">\n<li class=\"whitespace-normal break-words\">AI creates immersive AR environments where quiz questions are integrated into the landscape.<\/li>\n<li class=\"whitespace-normal break-words\">Activity: Students navigate through a virtual city, answering questions about heart health and obesity as they interact with AR elements.<\/li>\n<\/ul>\n<\/li>\n<li class=\"whitespace-normal break-words\">Personalized Health Risk Assessment:\n<ul class=\"-mt-1 list-disc space-y-2 pl-8\">\n<li class=\"whitespace-normal break-words\">AI analyzes input data to create personalized health risk visualizations.<\/li>\n<li class=\"whitespace-normal break-words\">Activity: Students input anonymized health data and explore their personalized risk factors in AR, identifying areas for improvement.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<p class=\"whitespace-pre-wrap break-words\"><strong>Curriculum Links:<\/strong><\/p>\n<ul class=\"-mt-1 list-disc space-y-2 pl-8\">\n<li class=\"whitespace-normal break-words\">Biology: Human body systems (circulatory, digestive), nutrition, metabolism, microbiology<\/li>\n<li class=\"whitespace-normal break-words\">IT: AI and machine learning basics, data analysis and visualization, AR technology<\/li>\n<\/ul>\n<p class=\"whitespace-pre-wrap break-words\">These activities combine immersive AR experiences with AI-powered personalization to create engaging, interactive learning opportunities. They encourage students to explore complex health topics in depth, fostering critical thinking and data literacy skills while covering key curriculum points in both Biology and IT.<\/p>\n<p class=\"whitespace-pre-wrap break-words\">By integrating AI knowledge mapping tools with AR, teachers can offer students a unique, hands-on approach to understanding the interconnected nature of health issues like obesity, heart disease, and gut health. This approach not only makes learning more engaging but also helps students develop a systems thinking perspective on health and wellbeing.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>This best practice describes an\u00a0open schooling initiative\u00a0developed by UFSC university and 12 secondary schools in Santa Catarina\u00a0\u2013\u00a0Brazil.\u00a0 It was\u00a0supported by the Open University OU-UK.\u00a0 Care:\u00a0Students were very engaged to investigate a real issue that they were concerned and interested in \u2013\u00a0 the heart diseases and their causes. The activities were developed with\u00a0professionals\u00a0in Medicine and academic [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[10],"tags":[],"class_list":["post-368","post","type-post","status-publish","format-standard","hentry","category-practices"],"_links":{"self":[{"href":"https:\/\/www.open.ac.uk\/blogs\/rrimap\/index.php\/wp-json\/wp\/v2\/posts\/368","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.open.ac.uk\/blogs\/rrimap\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.open.ac.uk\/blogs\/rrimap\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/rrimap\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/rrimap\/index.php\/wp-json\/wp\/v2\/comments?post=368"}],"version-history":[{"count":9,"href":"https:\/\/www.open.ac.uk\/blogs\/rrimap\/index.php\/wp-json\/wp\/v2\/posts\/368\/revisions"}],"predecessor-version":[{"id":468,"href":"https:\/\/www.open.ac.uk\/blogs\/rrimap\/index.php\/wp-json\/wp\/v2\/posts\/368\/revisions\/468"}],"wp:attachment":[{"href":"https:\/\/www.open.ac.uk\/blogs\/rrimap\/index.php\/wp-json\/wp\/v2\/media?parent=368"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/rrimap\/index.php\/wp-json\/wp\/v2\/categories?post=368"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/rrimap\/index.php\/wp-json\/wp\/v2\/tags?post=368"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}