Yaning Zhu

We developed an innovative system to enhance medical education, specifically in teaching anatomy and surgical techniques. We applied three-dimensional (3D) and mixed-reality (MR) technologies to create immersive learning experiences. The system enables students to gain hands-on experience in a virtual environment and understand anatomical structures and related surgical procedures. We designed the system architecture, user interface, and educational methodologies. By integrating modern technology into teaching methods, students can engage and improve learning efficiency, and the potential of 3D and MR technologies is validated in medical education.

Passengers often struggle to identify intended pickup locations when autonomous taxis (ATs) arrive, leading to confusion and delays. While prior external human–machine interface (eHMI) studies have focused on pedestrian crossings, few have systematically compared feedback modes and display positions for AT pickup guidance at varying distances. This study investigates the effectiveness of three eHMI feedback modes (Eye, Arrow, and Number) displayed at two positions (Body and Top) for communicating AT pickup locations. Through a controlled virtual reality experiment, we examined how these design variations impact user performance across key metrics including selection time, error rates, and decision confidence across varied parking distances. The results revealed distinct advantages for each feedback mode: Number feedback provided the fastest response times, particularly when displayed at the top position; Arrow feedback facilitated more confident decisions with lower error rates in close-range scenarios; and Eye feedback demonstrated superior performance in distant conditions by preventing severe identification errors. Body position displays consistently outperformed top-mounted ones, improving users’ understanding of the vehicle’s intended actions. These findings highlight the importance of context-aware eHMI systems that dynamically adapt to interaction distances and operational requirements. Based on our evidence, we propose practical design strategies for implementing these feedback modes in real-world AT services to optimize both system efficiency and user experience in urban mobility environments. Future work should address user learning challenges and validate these findings across diverse environmental conditions and implementation frameworks.