Mixed-reality telepresence allows local and remote users feel as if they are present together in the same space. In this paper we report on a mixed-reality volumetric telepresence system that is adaptable, multi-user and cross-modal, i.e. combining augmented and virtual reality technologies with face-to-face interactions. The system extends state-of-art by creating full-body and environmental volumetric renderings in real-time over local enterprise networks. We report findings of an evaluation in a training scenario which was adapted for remote delivery and led by an industry professional. Analysis of interviews and observed behaviours identify varying attitudes towards virtually mediated full-body experiences and highlight the impact of volumetric mixed-reality telepresence to facilitate personal experiences of co-presence and to ground communication with interlocutors.

Reaching towards out-of-sight objects during walking is a common task in daily life, however the same task can be challenging when wearing immersive Head-Mounted Displays (HMD). In this paper, we investigate the effects of spatial reference frame, walking path curvature, and target placement relative to the body on user performance of manually acquiring out-of-sight targets located around their bodies, as they walk in a spatial-mapping Mixed Reality (MR) environment wearing an immersive HMD. We found that walking and increased path curvature negatively affected the overall spatial accuracy of the performance, and that the performance benefited more from using the torso as the reference frame than the head. We also found that targets placed at maximum reaching distance yielded less error in angular rotation and depth of the reaching arm. We discuss our findings with regard to human walking kinesthetics and the sensory integration in the peripersonal space during locomotion in immersive MR. We provide design guidelines for future immersive MR experience featuring spatial mapping and full-body motion tracking to provide better embodied experience.

We present two studies to discuss the design, usability analysis, and educational outcome resulting from our system Augmented Body in physiotherapy classroom. We build on prior user-centric design work that investigates existing teaching methods and discuss opportunities for intervention. We present the design and implementation of a hybrid system for physiotherapy education combining an on-body projection based virtual anatomy supplemented by pen-based tablets to create real-time annotations. We conducted a usability evaluation of this system, comparing with projection only and traditional teaching conditions. Finally, we focus on a comparative study to evaluate learning outcome among students in actual classroom settings. Our studies showed increased usage of visual representation techniques in students'11 note taking behavior and statistically significant improvement in some learning aspects. We discuss challenges for designing augmented reality systems for education, including minimizing attention split, addressing text-entry issues, and digital annotations on a moving physical body.

Human body in HCI is often seen as an actuator for issuing commands and providing input to digital systems. We present the concept of the body as a canvas, in which the body acts as both an actuator and a display for information. Body as a canvas creates an interaction loop where interaction with information causes changes in the body, which in turn changes the display of information. Our qualitative study using an on-body projection system in a public exhibition investigates this concept with regards to body characteristics, types of body input, interactions between multiple bodies, and comparison to other display technologies. Our findings show that body as a canvas create connectedness between the body and information. Finally, we discuss how body characteristics and appearances can complement the information, when the body acts as a canvas.

Physiotherapy students often struggle to translate anatomical knowledge from textbooks into a dynamic understanding of the mechanics of body movements in real life patients. We present the Augmented Studio, an augmented reality system that uses body tracking to project anatomical structures and annotations over moving bodies for physiotherapy education. Through a user and learner centered design approach, we established an understanding that through augmentation and annotation, augmented reality technology can enhance physiotherapy education. Augmented Studio enables augmentation through projection mapping to display anatomical information such as muscles and skeleton in real time on the body as it moves. We created a technique for annotation to create projected hand-drawing on the moving body, to enable explicit communication of the teacher's clinical reasoning strategies to the students. Findings from our pilot usability study demonstrate a more engaging learning and teaching experience and increased communication between teacher and students when using Augmented Studio.