Computer-based Training Systems Research Articles

AN APPROACH FOR DEVELOPMENT AND APPLICATION OF CPSS- EDUCATIONAL ENVIRONMENTS IN BULGARIAN SCHOOL

Modern realities in the era of Industry 4.0 and the global Covid-19 pandemic place new challenges to education. It is a fact that classical learning, supported by modern information and communication technologies, provides an effective learning process, but the Covid-19 realities require a rapid transition to distance absentee learning. The use of computer-based training systems and cloud platforms has its advantages, but also problems related to the low level of personalization of the learning process and the adaptability of the learning content to the specific characteristics of each student.
 Cyber-physical and social systems (CPSS) largely solve the problems associated with integrating processes and interactions in the virtual world with the dynamically changing conditions of the physical world in which learning occurs. This gives grounds to draw the attention of specialists to the creation of CPSS educational platforms for secondary school. Following this approach, we created a prototype of ь CPSS educational space called BLISS. The results of the test application of this platform in the school environment give us reason to believe that if we put the learner with his/her peculiarities, goals, and interests at the center of such a system, and present him/her in the virtual space through his / her personal assistant, we could significantly increase the interactivity of the learning process and the adaptability of the offered learning content.

Methodic quest: Reinventing the system

This article is an attempt to rethink the concepts of “methodic” and “methodologic / methodical system” as basic to educational technology. What should be the structure of a methodical system? What is primary – the methodical system or the methodology? How are methodical systems created and developed? How do educational technology and a methodical system relate? How does changing the components of a system make it emergent? These and other issues are explored through the development of a new class of teaching methods – computer-based training systems.

A Physics-based Virtual Reality Simulation Framework for Neonatal Endotracheal Intubation.

Neonatal endotracheal intubation (ETI) is a complex procedure. Low intubation success rates for pediatric residents indicate the current training regimen is inadequate for achieving positive patient out-comes. Computer-based training systems in this field have been limited due to the complex nature of simulating in real-time, the anatomical structures, soft tissue deformations and frequent tool interactions with large forces which occur during actual patient intubation. This paper addresses the issues of neonatal ETI training in an attempt to bridge the gap left by traditional training methods. We propose a fully interactive physics-based virtual reality (VR) simulation framework for neonatal ETI that converts the training of this medical procedure to a completely immersive virtual environment where both visual and physical realism were achieved. Our system embeds independent dynamics models and interaction devices in separate modules while allowing them to interact with each other within the same environment, which offers a flexible solution for multi-modal medical simulation scenarios. The virtual model was extracted from CT scans of a neonatal patient, which provides realistic anatomical structures and was parameterized to allow variations in a range of features that affect the level of difficulty. Moreover, with this manikin-free VR system, we can capture and visualize an even larger set of performance parameters in relation to the internal geometric change of the virtual model for real-time guidance and post-trial assessment. Lastly, validation study results from a group of neonatologists are presented demonstrating that VR is a promising platform to train medical professionals effectively for this procedure.

Developing and Implementing Emergent Responding Training Systems With Available and Low-Cost Computer-Based Learning Tools: Some Best Practices and a Tutorial.

Systems and protocols based on emergent responding training have been demonstrated to be effective instructional tools for teaching a variety of skills to typically developing adult learners across a number of content areas in controlled research settings. However, these systems have yet to be widely adopted by instructors and are not often used in applied settings such as college classrooms or staff trainings. Proponents of emergent responding training systems have asserted that this failure might be because the protocols require substantial resources to develop, and there are no known manuals or guidelines to assist teachers or trainers with the development of the training systems. In order to assist instructors with the implementation of systems, we provide a brief summary of emergent responding training systems research; review the published computer-based training systems studies; present general guidelines for developing and implementing a training and testing system; and provide a detailed, task-analyzed written and visually supported manual/tutorial for educators and trainers using free and easily accessible computer-based learning tools and web applications. Educators and trainers can incorporate these methods and learning tools into their current curriculum and instructional designs to improve overall learning outcomes and training efficiency.

The Table to Tablet (T2T) Speech and Language Therapy Software Development Roadmap.

BackgroundFew studies have analyzed gains in using computers in speech and language therapy interventions for children with speech and/or language disorders when compared to a control group, but virtual tutors and computer-based visual feedback have been gaining interest in the literature. Previous systematic reviews mainly focused on development technological details of computer-based speech training systems or the potential of integrating mobile technology into education and rehabilitation, but recent systematic reviews have also evaluated the efficacy of computer-based speech and language therapy for children and how digital technology can support different activities, at school or elsewhere.ObjectiveThis study aimed to analyze a continuous communication and joint team approach to develop solutions focused on the real needs of end users, which digitally emulate reliable and validated physical intervention materials for children with speech sound disorders (SSD).MethodsThe Table to Tablet (T2T) software was developed using a design-based research methodology, which included four phases: activities development; ethnographic pretesting with a sample from the target population; software development; and beta-testing. The technology used to develop the software, the method used to ensure satisfaction and replay ability of the intervention materials, and results from the ethnographic and beta-testing phases are presented.ResultsNineteen activities were developed during the first phase, which were then tested, with 7 service users, using a physical prototype. The beta-test approach included extensive testing and reformulation, supported by direct, nonparticipant observation and data collection using a questionnaire designed for children. Feedback was used to improve the software and interaction with users.ConclusionsThe use of T2T-based intervention programmes by speech and language therapists (SLTs) will allow these professionals to make a better and more effective communication intervention, based on proven methodologies, that coexists in a structured physical and a digital version. These versions provide a full, 6-week intervention program, with minimal effort in preparing the session by the SLTs while delivering a very consistent intervention, with high replay value. A continuous communication and joint team approach was beneficial to the project and to the development of a solution focused on the real needs of SLTs and children with SSD. All problems were approached as a team with different skills and expertise, which minimized errors (eg, the developer making choices that would save him from spending time doing something that would not be used) and time spent. To add to this, the importance of integrating the end users as testers and collecting their opinions and actions per session allowed the production of better-targeted activities.Trial RegistrationClinicalTrials.gov NCT02490826; https://clinicaltrials.gov/ct2/show/NCT02490826

ASSESSMENT OF AVIATION SECURITY SCREENERS PROFFICIENCY BY MEANS OF APPLYING THE A. BIRNBAUM TWO-PARAMETER MODEL

The necessity to improve assessment of aviation security screeners’ competence has been analyzed. Computer based training systems have been widely used in the process of screeners’ training and evaluating the results of training. The main advantage of similar systems application is the possibility of adaptation to the individual screeners’ requirements by changing the level of training task complexity. The efficiency of applying these systems is proved by foreign researches. To assess the results of screeners’ activity the dangerous image projection data is also used. The analysis of modern approaches to assess the screeners’ activity efficiency showed that they do not completely take into account x-ray image complexity factors affecting the results of screeners’ activity monitoring. There have been presented and tested A. Birnbaum two-parameter model, which is used to assess the screeners’ proficiency competence by means of testing. According to International Civil Aviation Organization recommendations the x-ray image data base has been formed; it includes four blocks of prohibited items. Within the suggested model the probability of detecting prohibited items by aviation security screeners is considered as functions of such parameters as the difference between level of qualification and level of x-ray images complexity, and also between the aviation security screeners’ structure of their professional knowledge. The solution of the task to search A. Birnbaum model parameters values by using maximum likelihood method have been offered. Within the model the qualification level characteristic functions, which describe multi-complexity level of x-ray image interpretation competency of the aviation security screener, were generated and explored. Complex criterion to assess the level of the aviation security screener qualification is offered and tested. The suggested criterion allows to evaluate aviation security screeners’ competency taking into account not only the average level of qualification, but its possible variance. The suggested criterion may be used while selecting and certificating the screeners when the requirement to detect at least 95% prohibited items is applied.

Use of PC-based Simulators to Train Basic Control Functions of a Hydraulic Excavator: Audiovisual Instruction Contrasted with Hands-On Exploration

ABSTRACTOperation of heavy construction equipment is a cognitively demanding task, and training of operators is risky and costly. Advances in computer-based virtual training systems have emerged as a solution to limitations associated with use of actual equipment, effectively reducing risk and on-machine training time, and allowing flexibility in learning environments. We report an experiment that compared two training methods for the initial phase of learning to operate a simulated hydraulic excavator: (a) audiovisual instructions for teaching operation of controls, and (b) hands-on operation of the excavator. After receiving one or the other of these training methods, participants performed a Controls Familiarization test that requires execution of appropriate joystick control actions in response to verbal stimuli presented visually that correspond to the desired action (e.g., “Activate the bucket close function”). For both groups, the actions were executed faster and with fewer errors as they practiced the Controls Familiarization task. Participants taught with the instructional method performed better than those who learned control operation through hands-on exploring, with this benefit apparent mainly for the two more difficult control functions—moving the stick in or out, and opening or closing the bucket. Increasing the allotted time for hands-on learning from 1 to 5 min did not seem to increase the amount of learning that took place. Instructions convey control–machine relations that are difficult to learn just through “free play” operation of a simulated machine.

Teaching Social Communication Skills Through Human-Agent Interaction

There are a large number of computer-based systems that aim to train and improve social skills. However, most of these do not resemble the training regimens used by human instructors. In this article, we propose a computer-based training system that follows the procedure of social skills training (SST), a well-established method to decrease human anxiety and discomfort in social interaction, and acquire social skills. We attempt to automate the process of SST by developing a dialogue system named the automated social skills trainer , which teaches social communication skills through human-agent interaction. The system includes a virtual avatar that recognizes user speech and language information and gives feedback to users. Its design is based on conventional SST performed by human participants, including defining target skills, modeling, role-play, feedback, reinforcement, and homework. We performed a series of three experiments investigating (1) the advantages of using computer-based training systems compared to human-human interaction (HHI) by subjectively evaluating nervousness, ease of talking, and ability to talk well; (2) the relationship between speech language features and human social skills; and (3) the effect of computer-based training using our proposed system. Results of our first experiment show that interaction with an avatar decreases nervousness and increases the user's subjective impression of his or her ability to talk well compared to interaction with an unfamiliar person. The experimental evaluation measuring the relationship between social skill and speech and language features shows that these features have a relationship with social skills. Finally, experiments measuring the effect of performing SST with the proposed application show that participants significantly improve their skill, as assessed by separate evaluators, by using the system for 50 minutes. A user survey also shows that the users thought our system is useful and easy to use, and that interaction with the avatar felt similar to HHI.

Automated social skills training with audiovisual information.

People with social communication difficulties tend to have superior skills using computers, and as a result computer-based social skills training systems are flourishing. Social skills training, performed by human trainers, is a well-established method to obtain appropriate skills in social interaction. Previous works have attempted to automate one or several parts of social skills training through human-computer interaction. However, while previous work on simulating social skills training considered only acoustic and linguistic features, human social skills trainers take into account visual features (e.g. facial expression, posture). In this paper, we create and evaluate a social skills training system that closes this gap by considering audiovisual features regarding ratio of smiling, yaw, and pitch. An experimental evaluation measures the difference in effectiveness of social skill training when using audio features and audiovisual features. Results showed that the visual features were effective to improve users' social skills.

A physics-based algorithm for real-time simulation of electrosurgery procedures in minimally invasive surgery

High-frequency electricity is used in the majority of surgical interventions. However, modern computer-based training and simulation systems rely on physically unrealistic models that fail to capture the interplay of the electrical, mechanical and thermal properties of biological tissue. We present a real-time and physically realistic simulation of electrosurgery by modelling the electrical, thermal and mechanical properties as three iteratively solved finite element models. To provide subfinite-element graphical rendering of vaporized tissue, a dual-mesh dynamic triangulation algorithm based on isotherms is proposed. The block compressed row storage (BCRS) structure is shown to be critical in allowing computationally efficient changes in the tissue topology due to vaporization. We have demonstrated our physics-based electrosurgery cutting algorithm through various examples. Our matrix manipulation algorithms designed for topology changes have shown low computational cost. Our simulator offers substantially greater physical fidelity compared to previous simulators that use simple geometry-based heat characterization.

Computer-Based Attention Training in the Schools for Children With Attention Deficit/Hyperactivity Disorder: A Preliminary Trial

Objective. This study examined the efficacy of 2 computer-based training systems to teach children with attention deficit/hyperactivity disorder (ADHD) to attend more effectively. Design/methods. A total of 41 children with ADHD from 2 middle schools were randomly assigned to receive 2 sessions a week at school of either neurofeedback (NF) or attention training through a standard computer format (SCF), either immediately or after a 6-month wait (waitlist control group). Parents, children, and teachers completed questionnaires pre- and postintervention. Results. Primary parents in the NF condition reported significant (P < .05) change on Conners's Rating Scales-Revised (CRS-R) and Behavior Assessment Scales for Children (BASC) subscales; and in the SCF condition, they reported significant (P < .05) change on the CRS-R Inattention scale and ADHD index, the BASC Attention Problems Scale, and on the Behavioral Rating Inventory of Executive Functioning (BRIEF). Conclusion. This randomized control trial provides preliminary evidence of the effectiveness of computer-based interventions for ADHD and supports the feasibility of offering them in a school setting.

Using tangible user interfaces in computer-based training systems for low-functioning autistic children

In this paper, the design of a computer-based training (CBT) system for low-functioning autistic children is addressed. The emphasis is on ease-of-use and learning efficiency of CBT systems with different interaction styles, namely the WIMP (Window Icon Menu Pointing Device) and TUI (Tangible User Interface) interaction styles. Two WIMP-based CBT systems with different pointing devices were involved in the study. The first system applied a standard computer mouse as a pointing device, while the second one employed a touch screen instead. For the TUI-based CBT system, a tabletop setting was adopted. Based on the known characteristics of TUI and children with autism, as well as related cognitive and learning theories, the benefits of TUI for low-functioning autistic children have been investigated. Elementary skill teaching was chosen as a case study for performance evaluation of these CBT systems. Empirical results show that the touch-based and TUI-based systems offered much better ease-of-use performance than that of the mouse-based system. Regarding learning efficacy, experimental results show that the TUI-based system achieved higher skill improvement, as compared with the WIMP-based system and a non-computer training method. Some guidelines and suggestions for the design of a TUI-based system for children with autism are summarized.

Real-time visio-haptic interaction with static soft tissue models having geometric and material nonlinearity

Realistic soft tissue models running in real-time are required for the development of computer-based surgical training systems. To construct a realistic soft tissue model, finite element (FE) modeling techniques are preferred over the particle-based techniques since the material properties can be integrated directly into the FE model to provide more accurate visual and haptic feedback to a user during the simulations. However, running even a static (time-independent) nonlinear FE model in real-time is a highly challenging task because the resulting stiffness matrix (K) is not constant and varies with the depth of penetration into the model. We propose a new computational approach allowing visio-haptic interaction with an FE model of a human liver having both nonlinear geometric and material properties. Our computational approach consists of two main steps: a pre-computation of the configuration space of all deformation configurations of the model, followed by the interpolation of the precomputed data for the calculation of the nodal displacements and reaction forces that are displayed to the user during the real-time interactions through a visual display and a haptic device, respectively. For the implementation of the proposed approach, no a priori assumptions or modeling simplifications about the mathematical complexity of the underlying soft tissue model, size and irregularity of the FE mesh are necessary. Moreover, it turns out that the deformation and force responses of the liver in the simulations are heavily influenced by the selected simulation parameters, such as the material model, boundary conditions and loading path, but the stability of the visual and haptic rendering in our approach does not depend on these parameters. In addition to showing the stability of our approach, the length of the precomputations as well as the accuracy of the interpolation scheme are evaluated for different interpolation functions and configuration space densities.

A Survey on Recent Patents Regarding Intelligent Educational Systems

Computer-based educational systems are becoming increasingly important in all levels and types of education. Intelligent Educational Systems (IESs) are computer-based educational systems encompassing Artificial Intelligence schemes to increase the effectiveness of the learning process. In this paper, we survey patents regarding IESs. As IESs we consider either Intelligent Tutoring Systems (ITSs) or Adaptive Educational Hypermedia Systems (AEHSs) incorporating intelligent techniques. We first present indicative functions implemented in the three basic components of an IES: the domain knowledge, the user (or student) modeling unit and the pedagogical module. Afterwards, we focus on representative patents concerning IESs and present the corresponding work. At the end, we outline current and future developments regarding IESs. Keywords: Intelligent tutoring systems, adaptive educational hypermedia systems, intelligent educational systems, artificial intelligence in education, intelligent E-learning systems, intelligent computer-based training systems, artificial intelligence in Elearning

A THEORETICAL FRAMEWORK FOR QUALITY INDICATORS IN ELEARNING

Advances in information and communication technologies, especially in Multimedia, Networking and Software Engineering allow the appearance of a new generation of computer-based training systems. Despite its obvious advantages in terms of reduced costs, simplified training programs and flexibility, e-learning was not always the miracle solution. Conceived as a powerful educational tool, e-learning was destined to change the face of learning but unfortunately, this change wasn’t exactly the intended one. The constant interest in researching and testing the use of Information and Communication Technologies (ICT), eLearning and multimedia in the learning process led to educational imperatives about the indicators that can reveal the level of quality for teaching and management of the course. Modern eLearning solutions now recognize the importance of learning as a social process and offer possibilities for collaboration with other learners, for interaction with the learning content and for guidance from teachers, trainers and tutors. Our aim is to analyze the importance of using ICT in a “learning society”. The present paper focuses on the strong potential that ICT provides, in order to develop the learning possibilities among students. The great challenge is to draw up a quality indicators framework which can represent an instrument for teachers on how to organize their online course – including ways of developing the teaching methods.

A haptic-based approach to virtual training for aerospace industry

In the last years, the industrial world has been increasingly adopting computer-aided solutions for design for maintainability and maintenance training tasks with the goal to reduce development costs and to shorten time, and to improve product and service quality. Computer-based training systems created to simulate machine assembly maintenance are normally operated by means of ordinary human–computer interfaces (keyboard, mouse, etc.), but this usually results in systems that are far from the real procedures, and therefore not effective in terms of training. In this study, we show that a better solution may come from the combination of virtual reality techniques and haptic interaction. To this regard, we present the results of a research aimed at testing and evaluating the effectiveness of the haptic feedback for first-person maintenance tasks targeted to the aerospace industry. The proposed system implements an interaction environment in which each of the main maintenance activities can be simulated by the trainee exploiting a hand-based commercial haptic device, operated by means of specific haptic-rendering techniques to provide realistic feedbacks during manipulation. A usability study is included to help assessing the potential of this approach.

Investigating training, transfer and viewpoint effects resulting from recurrent CBT of X-Ray image interpretation

X-ray screening of passenger bags is an essential task at airport security checkpoints. In this study we investigated how well airport security screeners can detect guns, knives, improvised explosive devices (IEDs) and other threat objects in X-ray images of passenger bags before and after 3 and 6 months of recurrent (about 20 min per week) computer-based training (CBT). Two experiments conducted at different airports gave very similar results. Training with X-ray Tutor (XRT), an individually adaptive CBT, resulted in large performance increases, especially for detecting IEDs. While performance for detecting IEDs was initially substantially lower than for guns, IEDs could be detected as well as guns after several months of training. A large transfer effect was observed as well: Training with XRT helped screeners recognize new threat objects that were similar in shape as the trained objects. Threat recognition was dependent on the rotation of the objects. If depicted from an unusual viewpoint, prohibited items were more difficult to recognize. The results were compared to two conventional (not adaptive) CBT systems. For one system no training and transfer effects were observed whereas small training and transfer effects were found for the other conventional CBT system.

How to represent adaptation in e-learning with IMS learning design

Adaptation in e-learning has been an important research topic for the last few decades in computer-based education. In adaptivity the behaviour of the user triggers some actions in the system that guides the learning process. In adaptability, the user makes changes and takes decisions. Progressing from computer-based training and adaptive hypermedia systems, adaptation in e-learning today involves new technologies and ways of expression. In this context, IMS Learning Design (IMS LD) is an e-learning specification that allows for modelling learning experiences including adaptation and personalized learning. IMS LD fulfills many of the requirements for realizing adaptive and adaptable units of learning/courses. In this paper we review several approaches to adaptation and e-learning. In addition. we give an overview of adaptation and its main characteristics. In the second section we identify how adaptive features and elements can be modelled in IMS LD, detailing a number of example units of learning which illustrate different forms of adaptation. In the final section we discuss issues in attaining the right balance between effort invested and results acquired while modelling IMS LD adaptive Units of Learning.

Designing CBT Systems with Errors in Mind: Avoidance, Seeding, and Tolerance

This study attempts to reconcile viewpoints on the role of errors in the design of computer-based training (CBT) systems. From one perspective, errors are detrimental to learning; from another, they can be beneficial. The results of an experiment are presented and discussed. When a CBT system is designed to allow learners to correct their own errors, they learn significantly more than when errors are prevented. When learners are allowed only to correct errors that others have made, they do not learn significantly more than when errors are prevented. Implications for the design of CBT systems and possibilities for future research are considered.

EP4A: Software and Computer Based Simulator Research: Development and Outlook SOFA—An Open Source Framework for Medical Simulation

Computer-based training systems offer an elegant solution to the current need for better training in Medicine, since realistic and configurable training environments can be created. However, in spite of the impressive developments in the field of medical simulation, some fundamental problems still hinder the acceptance of this valuable technology in daily clinical practice. In particular, the multidisciplinary aspect of medical simulation requires the integration, within a single environment, of leading-edge solutions in areas as diverse as visualization, biomechanical modeling, haptics, or contact modeling. This diversity of problems makes it challenging for researchers to make progress in specific areas, and leads rather often to duplication of efforts. METHODS For the past few years, there have been a few attempts at designing software toolkits for medical simulation1–4 Although our aim is identical, we propose a different approach, through a very modular and flexible software framework called SOFA (Simulation Open Framework Architecture). This open source framework allows independently developed algorithms to interact together within a common simulation while minimizing the development time required for integration. The main objectives of the SOFA framework are: Provide a common software framework for the medical simulation community Enable component sharing/exchange and reduce development time Promote collaboration among research groups Enable validation and comparison of new algorithms Help standardize the description of anatomic and biomechanical datasets To develop such a flexible framework while minimizing the impact on the computation overhead, we have developed a new and advanced architecture. As a result, it is possible with SOFA to: 1) create complex and evolving simulations by combining new algorithms with algorithms already included in SOFA; 2) modify most parameters of the simulation—deformable behavior, surface representation, solver, constraints, collision algorithm, etc.—by simply editing a XML file; 3) build complex models from simpler ones using a scene-graph description; 4) efficiently simulate the dynamics of interacting objects using abstract equation solvers; 5) reuse and easily compare a variety of available methods. To achieve these objectives, the SOFA architecture relies on several innovative concepts, in particular, the notion of multimodel representation. In SOFA, most simulation components—deformable models, collision models, instruments, etc—can have several representations, connected through a mechanism called mapping. Each representation can then be optimized for a particular task—eg, collision detection, visualization—while improving interoperability by creating a clear separation between the functional aspects of the simulation components. As a consequence, it is possible to have models of very different nature interact together, for instance rigid bodies, deformable objects, and fluids. Several other very innovative concepts have been introduced in the architecture of SOFA, leading to a flexible yet efficient software framework for interactive, physics-based simulation. CONCLUSION The SOFA framework currently integrates, in the same environment, a variety of different algorithms, from springs and corotational FEM models to FFD deformation grids, as well as implicit and explicit solvers, and several collision detection methods, such as continuous or proximity-based algorithms. Our framework also supports hard constraints and stiff interaction forces, using implicit or multistep explicit integrators that handle dynamically created groups of interacting objects. Recent GPU hardware is also supported by SOFA, allowing even faster computation times. Our next objective is the development of 3 complete simulation systems based on SOFA: an interventional radiology simulator, a laparoscopic surgery simulator, and a radio-frequency ablation simulation. The SOFA web site, www.sofaframework.org, can be visited for more information on our most recent results. ACKNOWLEDGMENTS We want to thank Sylvere Fonteneau, Damien Marchal, Xunlei Wu, Paul Neumann, Jeremie Dequidt, and Julien Lenoir for their contribution to the development of SOFA.