Interactive Virtual Learning Research Articles

Virtual Children’s Hospital for Learning Pediatric Nursing

Abstract Background In the context of a funded Erasmus+ program, a platform of a Virtual Children’s Hospital for Learning Pediatric Nursing - VLPN is being developed. The education of nurses working with children, adolescents and families, needs to include specialized knowledge, skills, attitudes and behaviors that will empower them to provide optimal and high-quality care. The virtual platform enables the improvement of pediatric nursing competences of the nursing students through interactive and self-paced activities and content. Objectives 1. To develop an immersive and interactive virtual reality learning environment (VRLE), a virtual children’s hospital and new teaching and learning methods and practices, utilizing virtual reality and simulation in teaching. 2. To promote the international collaboration of students and lecturers through the VRLE Results The results are preliminary. 1. The VRLE includes educational materials developed to be integrated in the pediatric nursing studies, easy to access and use by the students and teachers with innovative self-pace learning material i.e. videos, 3D-models, interactive tests. Digital patients can react to the provided care with speech, movement, facial expressions and gestures, something that is not possible with the manikins in the Labs. 2. Nursing students and lecturers from different countries can participate in joint remote seminars or workshops in the VRLE, sharing and comparing their country and culture-specific differences and similarities in the nursing practices. VRLE and digital materials enables synchronous and asynchronous learning. Conclusions VRLE is highly conducive to clinical and procedure-focused training by enabling simulation. VR methods offer nursing students the opportunity to practice skills in a safe and risk-free environment in an immersive way. It can be accessed by multiple students, teachers or nurses at the same time from different locations in different countries. Key messages • New innovative VRLE enhances nursing students’ knowledge and skills that are needed when working with sick children and their families. • International collaboration, interaction and mobilization are enabled by using a virtual platform instead of traveling, thus strengthening the co-operation in European higher educational institutes.

The Philosophy of Openness in Terms of Accessibility through Virtual Worlds: The Case of Distance Education

This article aims to investigate the role of virtual worlds in enhancing the philosophy of openness in terms of accessibility in distance education. A bibliographic research was conducted, based on specific sampling criteria, to search and collect contemporary and topic-related literature, emphasising the last ten years. Articles and books on openness, accessibility, distance education, and virtual worlds were collected through research sources, such as Google Scholar, HEAL-Link and ERIC, utilising relevant keywords. This information was then organised and synthesised to show the importance of using virtual worlds to enhance accessibility in Open and Distance Education. According to the literature, Second Life is the most prevalent virtual platform within the educational community, thanks to its openness and the diverse opportunities for creating interactive virtual learning environments that foster the skills necessary for contemporary education. It is also noteworthy that virtual worlds, like Second Life, increase accessibility for people with disabilities, breaking down many physical barriers and providing significant opportunities for socialisation and learning. In conclusion, in the context of Open and Distance Education, virtual worlds like Second Life offer: a) an interactive, creative and collaborative environment with numerous possibilities and diverse sensory stimuli; b) accessible environments without spatiotemporal constraints; c) inclusive environments for users with disabilities and other vulnerable social groups, d) virtual visits to historical and art projects, workshops, and more, e) the creation of personalised learning experiences of high aesthetic value, and f) the democratisation of knowledge, since virtual communities, projects and activities in the virtual environment, can be open without spatiotemporal and economic constraints most of the time. Utilising virtual worlds increases accessibility, a strong indicator of openness in any educational context.

Advancing action on the political determinants of health in the United States.

In an era of political polarization, growing anti-science sentiment, and pervasive inequities in the social drivers of health, a rising tide of potentially harmful state policy proposals in the United States threaten to undermine the health of the public. In response, our health system's population health and government relations offices partnered with key health advocacy organizations in our state of New Hampshire to offer an interactive virtual learning series aimed at preparing diverse professionals and citizens to effectively advocate for sound health policies. Two hundred forty-seven individuals registered for the six-session series. Our findings indicate that participants experienced increased awareness of the political determinants of health, better understanding of specific legislative proposals in New Hampshire, and enhanced preparedness for advocacy, with many reporting greater active engagement in advocacy. Given its flexible and virtual nature, this innovative learning model could easily be adapted to promote dialogue and advocacy for sound health policy in diverse regional contexts.

DEVELOPING VIRTUAL LEARNING MODELS TO ENHANCE CRITICAL THINKING AND MATERNAL NURSING PRACTICE COMPETENCY

The COVID-19 pandemic has significantly impacted nursing education, necessitating the development of virtual learning models and media to improve critical thinking and maternal nursing competencies. This study aimed to develop an interactive virtual learning model based on problem-based learning and to assess its effectiveness in enhancing nursing students' critical thinking skills in maternal nursing practice. The development model (Define, Design, Develop, and Disseminate) was applied to create a virtual learning model. Data was collected using questionnaires to assess the validity and practicality of the developed model. The results demonstrated that the virtual learning model developed using the problem-based learning approach was valid for application in the learning process. After testing, the virtual learning model was found to be practical and effective in optimizing the implementation of learning and in improving student learning outcomes. The study concluded that the developed virtual learning model is a valid and practical tool for enhancing critical thinking skills and maternal nursing practice competencies. These findings contribute to addressing the knowledge gap in the literature regarding the effectiveness of virtual learning models in improving maternal nursing practice competencies, particularly in the context of critical thinking. This study highlights the importance of integrating technology and innovative learning approaches to adapt to the challenges posed by the COVID-19 pandemic and prepare nursing students for the demands of the 21st century.

Construction and Practice of an Interactive Virtual English Learning Community on Campus Information Platforms

In the context of the information age, campus information platforms have gradually become essential tools for enhancing educational quality. This paper explores the construction and practice pathways of an interactive virtual English learning community based on a campus information platform, aiming to provide students with a more flexible and efficient English learning environment. By analyzing the current development of campus information platforms and interactive learning theories, this paper proposes the design principles and functional modules of the virtual learning community and elaborates on the technical architecture and practical construction pathways of the community. The research results indicate that the interactive virtual English learning community not only effectively enhances students' learning motivation and outcomes but also strongly supports the innovative practice of English education. In the future, with the development of artificial intelligence and big data technologies, virtual learning communities are expected to achieve greater breakthroughs in personalized learning recommendations and intelligent interaction.

Education for peace in a peace-friendly context: testing a virtual learning tool to improve teachers’ competencies for conflict transformation in Colombia

ABSTRACT Colombian society has been exposed to decades of sociopolitical violence with apparent effects on its social infrastructure that may inadvertently lead to more structural, cultural, and interpersonal forms of violence. Peacebuilding efforts are required, and education for peace plays a key role. This requires building conflict sensitivity within the school system and improving teachers’ competence-based knowledge in several domains. To achieve this aim, we developed and tested the ‘Eco-GesTE Virtual Learning Environment.’ Nine teachers (male and female) from a public school in Ibagué (an intermediate city in Colombia) completed 10 Interactive Virtual Learning Scenarios (IVLS) to improve emotional, social reasoning, integrative, and conflict transformation competencies over three months. They completed two conflict management style measures, before and after the intervention, besides a qualitative survey after the intervention. Non-parametric, paired samples Wilcoxon tests suggest marginally significant individual changes whereby teachers reported using fewer conflict-avoidant styles after completing the intervention. Qualitatively, participants also reported learning emotion regulation and listening skills, as well as feeling better equipped to handle situations with domain congruency. They also reported using more perspective-taking during conflicts. Findings suggest potential for competence-based knowledge online interventions to strengthen conflict transformation competencies among teachers and contribute to violence-free educational environments.

Crisis Response in Nursing Education: An Integrative Review of Nursing Program Adaptation to COVID-19.

This integrative review sought to systematically examine and synthesize published research on crisis response to identify ways in which undergraduate nursing education programs in various countries adapted to the coronavirus disease 2019 (COVID-19) pandemic. A computerized search of CINAHL, Science Direct, and Web of Science databases was performed. The literature search, review, and data extraction process followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) format of identification, screening, eligibility, and inclusion. Digital learning technology platforms were used in undergraduate nursing education in various ways to adapt to the teaching and learning challenges of the COVID-19 pandemic. Teaching and learning methodologies identified included online lectures and webinars; interactive virtual learning experiences, such as videos, presentations, quizzes, games, and other web-based interactive forms of multimedia files and textual content; and virtual simulations for nursing skills and tele-health experience. [J Nurs Educ. 2024;63(7):445-451.].

Cultivating connectedness and elevating educational experiences for international students in blended learning: reflections from the pandemic era and key takeaways

PurposeThis paper aims to explore the significance of videoconferencing in blended learning, using the technology acceptance model to investigate students’ perceptions and its impact on course engagement, student satisfaction and future technology use intention. In addition, it examines the role of teacher support in fostering interactive virtual learning experiences.Design/methodology/approachThis study focuses on a cohort of international students regarding blended courses amid the COVID-19 pandemic when the conventional face-to-face components were substituted with virtual classrooms through videoconferencing. It aims to investigate how to facilitate connectivity between Southeast Asian students and their professors located in a Southern state in the USA.FindingsThis study reveals that the perceived usefulness of videoconferencing predicts future intention to use, emphasizing the vital role of teacher support in engaging students in virtual classrooms and contributing to student satisfaction.Research limitations/implicationsThe small sample of international students in blended courses with an American university during the COVID-19 pandemic may limit the generalization of the findings.Practical implicationsVideoconferencing can be a valuable tool to enhance connectedness in digital learning post pandemic.Social implicationsVideoconferencing in blended learning can bridge geographical barriers and provide access to diverse learners who might otherwise have limited educational opportunities.Originality/valueThis study supports the integration of videoconferencing as a mechanism for providing high-quality digital learning experiences.

Web-Based Virtual Laboratory Design in Class XI Chemistry Subject

Practicum activities are crucial for supporting students’ success in the teaching and learning process. To conduct the practicum, several factors are required, which vary depending on the field of practice. Adequate facilities and equipment are also necessary. The purpose of this research is to develop a web-based interactive virtual learning application for chemistry lab experiments. The stages involved in creating an application using the multimedia development life cycle (MDLC) method include planning, designing, collecting material, manufacturing, testing, and distribution. Creating applications using Unity software and designing assets with Adobe Illustrator. Virtual labs can help overcome the lack of costs associated with procuring laboratory equipment and materials, reduce the risk of work accidents, and can be accessed from anywhere.

Immersive, interactive virtual learning environments increase accessibility in soil science

AbstractAs the use of online education increases, technologies to improve the quality of learning have been improving alongside it. One method of information dissemination is virtual learning environments (VLE), in which educators can tailor digital lessons according to their subject and the needs of their students. For soil science, and field‐based sciences in general, this technology holds great potential in addressing issues of accessibility. Field labs can be challenging due to monetary, time, and physical constraints; however, the use of VLE can allow for students to indefinitely access field settings in a safe and repeatable way with no additional cost. We have built the framework for and created an immersive soil science–based VLE in the Laramie Range Mountains, examining terrain and soils along six sites on a catena. When this VLE was used in a class of 26 upper level morphology and classification students as a supplemental field trip, scores before and after use were comparable; however, students reported an increase in engagement and interest in the VLE itself, as well a general increase in understanding of relationships between landscape processes and soil formation. Using this technology structure in distance learning enhances our ability to deliver high‐quality, immersive, accessible content as natural science education progresses.

Student Teaching in the Family Medicine Clerkship: Opportunities for Interactive Virtual Learning.

It often is challenging to deliver clerkship didactic sessions in a time-effective and engaging manner for learners. The flipped classroom approach, which fosters independent learning before applying knowledge in group settings, is an evidence-based way to enhance engagement and learning. Electronic learning methodologies were used widely during the coronavirus disease 2019 pandemic to ensure student safety while continuing didactics remotely. Student teaching of didactics delivers key content in innovative ways while also providing students with the opportunity to teach their peers. During the Family Medicine clerkship at Florida International University Herbert Wertheim College of Medicine, students deliver an interactive, 15-minute presentation on a core Society of Teachers of Family Medicine National Clerkship Curriculum topic. During the first year of the pandemic (2020), this assignment was transitioned to be conducted remotely via Zoom. For the 2020-2021 academic year, students completed an anonymous, optional, computer-based, postactivity survey to assess their satisfaction with and perceptions of the assignment. The majority (80%) of respondents reported that they enjoyed teaching in the online format. In addition, students reported that this assignment made them feel confident in their teaching abilities, that they learned from their peers, and that teaching helped clarify their understanding of the topic. Student-led teaching is beneficial to learners because it enhances engagement. It can be easily implemented and help reduce faculty burden for curricular development. In a distributed, community-based clinical model such as ours, electronic learning allows for coordinated teaching efforts across geographical boundaries.

Virtual Reality Technology in Teaching Computer Hardware: A Prototype and Assessment from User Perspectives

Computer courses in public schools are typically taught by traditional methods, that involve images and written text explanations. This makes the content of learning materials unclear and hard to understand. Moreover, it is not easy for public schools to equip computer labs with the required devices, as schools have limited budgets. In this paper a protype using VR technology was introduced and assessed in terms of usability, and acceptance. The aim was to provide an interactive virtual learning environment for teaching/learning computer hardware with the most effective method that allow keeping pace with the rapid evolution in this field. The prototype was based on the use of a VR headset to allow the user to explore the internal components of a computer. A test in terms of functionalities and usability was conducted. Results confirmed that the prototype functions were successfully implemented. Subsequent tests on usability proved satisfactory. It is expected that the proposed prototype and study will enrich the teaching methods of public schools with limited budgets - especially for practical and applied courses.

INTERCULTURAL APPROACH TO STUDYING FOREIGN LANGUAGES

The authors of the article identify previously unsolved parts of the issue to which the article is devoted. The article substantiates the need to introduce a competency-based approach to higher education; features of the formation of new interstate, interethnic relations, one of the necessary conditions of which is knowledge of foreign languages, which contributes to the assimilation of world cultural values, the establishment of socio-communicative and professional contacts.The directions of motivation growth in case of introduction of adaptive teaching methods are considered. The results show that adaptive online methods support the interest in learning in the case of direct participation in these activities. The means of interactive virtual learning, which is proposed to be introduced in the process of forming intercultural competence of students-translators, requires adaptive approaches, but the results of such approaches have not been studied.A number of researchers has studied problems of motivation in the field of academic and student mobility. Interview methods were used to identify motivational factors in order to adjust the development of intercultural experience.The author proves that the knowledge that a student receives in the process of learning a foreign language should be obtained as a result of their own mental efforts, the mobilization of previously acquired knowledge, in the process of solving problematic tasks, thus forming a person's foreign language competence, which is connected with intercultural competence.

The Virtual Interactive Learning Model using Imagineering Process via Metaverse

The virtual interactive learning model using imagineering process as a tool to promote happy learning for digital age learners. The concept is based on the combination of virtual learning environment and metaverse in order to create learning experience via virtual community. The objectives of this research are (1) to study and synthesise the conceptual framework of the virtual interactive learning model using imagineering process via metaverse, (2) to develop the virtual interactive learning model using imagineering process via metaverse, and (3) to study the results after using the virtual interactive learning model using imagineering process via metaverse. The participants in this research include seven experts from various institutions, all of whom are specialised in the design and development of instruction models and instruction systems. The research tools consist of (1) the virtual interactive learning model using imagineering process via metaverse, and (2) the evaluation form on the suitability of the virtual interactive learning model using imagineering process via metaverse. The results, which are in consistence with the expectation of the researchers, show that (1) this research can be used as a guideline to develop the virtual interactive learning system using imagineering process via metaverse, which can promote happy learning, and it consists of six steps of imagineering process integrated with learning through virtual environments via metaverse; thereby, users can interact in the virtual world and exchange knowledge with one other through virtual reality technology, (2) the overall suitability of the development of the virtual interactive learning model using imagineering process via metaverse (overall elements) is at the very high level, and (3) the overall suitability of the development of the virtual interactive learning model using imagineering process via metaverse is at the very high level.

Training simulators for crane operators and drivers

The article deals with the use issues of modern information technology for training purposes. In particular, use of simulation modelling to create a learning environment as close as possible to the real working environment. This helps speed up learning, make more practical, learn theoretical issues directly when mastering practical skills, and make the learning process more attractive and interesting for students. Moreover, a virtual working environment can be used for advanced training of employees, to improve their professional skills, master new technologies, train them to work on new and modernized equipment, assess their professional level, restore skills after a long break in the work and pass qualification exams. Information technologies can significantly reduce the cost of material support for training and eliminate dependence on large areas for staff training. To create an interactive virtual learning environment, modern gaming technologies, software modelling or, at least, simulation modelling of physical processes in equipment and the interaction of all components of the working environment, including the actions of the student, are used. It also allows testing employees in extreme working conditions and testing their skills when dealing with non standard and emergency situations, without any real danger to the health of students. The proposed solution can be used to train students and trainees, assess professional skills of those already working in the conditions of special training centers and professional retraining colleges.

Promoting Engaging Interaction by Using Quizizz: An Option to Teach English During Pandemic Covid-19

One of the vital pedagogical elements that will help students master a language is interaction in the classroom. Unfortunately, the conversation quickly changed in a virtual classroom because of the COVID-19 pandemic. Quizizz is well-known for effectively facilitating remote learning as a learning platform that provides various features. This project will use Quizizz as a substitute for traditional lectures for students in non-English departments. The Quizizz platform in this study's descriptive qualitative research approach provides a deep discussion on the use of the Quizizz platform in creating interactive remote lecturing. Quizizz was found highly beneficial and engaging for many students, and they strongly supported utilizing it in other disciplines. It is also important to highlight that the students' improved motivation to learn English was aided by their increased Quizizz engagement. Furthermore, this platform specifically increased student involvement in online English education, notably for students not enrolled in the English Department. Finally, despite the outbreak, providing Quizizz to students positively affected them. Students still find motivation and enthusiasm in virtual interactive learning experiences through Quizizz.

Narrative and Behavioral Engagement as Indicators for the Effectiveness of Intentionally Designed Virtual Simulations of Interpersonal Interactions

Interventions involving simulated interactions aimed at mimicking real situations must be engaging to maximize their effectiveness. This study aimed to assess how a sample of middle school girls displayed behavioral and cognitive indicators of engagement when interacting with avatars representing game characters that were controlled by a human digital puppeteer. The simulation game, DRAMA-RAMA, is a component of an intervention intended to reduce at-risk girls’ sexual and other risky behaviors. We used verbal/nonverbal behaviors and surveys to assess the game players’ cognitive and behavioral involvement (N = 131). Participants perceived the game scenarios and interactions as realistic and the characters as similar to people in real life. Participants’ behavior indicated their involvement and interest in interacting with the game characters. Finally, participants tended to be appropriate but not effective when attempting to advise/support the characters. These findings have implications for assessing successful operationalization of communication designs in interactive virtual learning environments.

Children's hospices: an opportunity to put the mouth back in the body.

Introduction The children and young people who utilise hospice services often have additional oral health care needs and may present with additional challenges in regard to mouth care. Hospice colleagues need support and would benefit from national direction in providing mouth care for this important group.Methods Questionnaires were provided to hospice nursing colleagues, parents and carers to assess current knowledge and confidence around mouth care and diet. An audit was also completed on hospice records to assess the recording of mouth care provision prior to the introduction of Mini Mouth Care Matters. Training was then provided to colleagues in the form of a virtual interactive learning session and a re-audit of hospice records was then completed.Results Almost 30% of colleagues had never received mouth care training and two-thirds of colleagues faced barriers in providing daily mouth care. Overall, 11% of children who accessed hospice services had never visited a dentist and nearly half of the children brushed less than twice a day. The Mini Mouth Care Matters assessment tool resulted in an increase in assessment of the mouth of children using the hospice, along with early identification of problems and improving daily mouth care.Conclusion Mini Mouth Care Matters is transferable to children's hospices and should be extended to all children's hospices nationally.

Designing Smart Space Services by Virtual Reality-Interactive Learning Model on College Entrepreneurship Education.

The purpose was to improve the limitations of traditional entrepreneurship education, realize the virtual interactive learning between college students and teachers, and stimulate students’ exploration of entrepreneurship. This work first discusses the working principle of Virtual Reality (VR) and builds an Interactive Learning Model (ILM) using VR. Then, the VR-ILM is used to design the Smart Space services. Harris Corner Detector (HCD) is used to detect the pixel grayscale change in the Smart Space image window. Further, the VR-ILM-based Smart Space is proposed according to the Smart Space design requirements and principles. Finally, the proposed VR-ILM-based Smart Space is applied to College Entrepreneurship Education (CEE). Its impact on the CEE market, employment in different industries, and students’ satisfaction with CEE are studied. The results show that the proposed VR-ILM-based Smart Space has increased the entrepreneurship teaching courses, entrepreneurship coaching activities, and entrepreneurship practice activities by 4, 6, and 24%, respectively. It has reduced entrepreneurship competitions and other forms of entrepreneurship education by 4 and 16%. The proposed VR-ILM-based Smart Space has dramatically improved the practical teaching of CEE. Meanwhile, real estate services have felt the most significant impact of the proposed VR-ILM-based Smart Space, with an employment increase of 43%. Lastly, students’ satisfaction with entrepreneurship education practice and teaching methods has increased by nearly 50%. The satisfaction with the internal environment has increased to 78%. The satisfaction with the curriculum system, teachers, and industry financing has increased from 30 to 45%, 24 to 36%, and 45 to 63%, respectively. The satisfaction with the teaching goal has increased to 62%. Thus, the proposed VR-ILM-based Smart Space has dramatically improved students’ satisfaction with CEE and has a different impact on the market, industry, and satisfaction with CE. The finding has a certain reference for the VR interactive model.

BLENDED LEARNING: THE “NEW NORMAL” IN EDUCATION DELIVERY

Successful blended learning contexts engage students in highly interactive virtual learning environments through a mix of online and face-to-face teaching, learning and assessment modalities. This paper explores some of the affordances and constraints of blended learning for one Higher Education Institution in Ireland. TPACK (Mishra & Koehler, 2006) and Multimodal (Picciano, 2009) models frame the discussion opportunities and challenges more broadly for blended learning instructional and pedagogical design post pandemic in Higher Education.