Online Simulation Research Articles

The molecular mechanisms of Abyssinone-I protect against Alzheimer’s disease: an in-silico study

There is limited available information regarding the biological activity of Abyssinone-I, apart from its recognized antioxidant and cytotoxic properties. So, we aimed to evaluate the molecular processes underlying the promising effect of Abyssinone-I on Alzheimer’s disease (AD). The Swiss Target Predictor, GeneCard, GeneMania, Metascape, SwissADME, Cytoscape, the Panther classification system, MIENTURNET, WebGestalt, PASS online, Autodock Vina, and molecular dynamic simulation were the main methods for this analysis. Abyssinone-I exhibits antioxidative, anti-inflammatory, and MAO inhibitory activities and maintains membrane integrity. These properties may target 79 proteins, four miRNAs (hsa-miR-128-3p, hsa-miR-124-3p, hsa-miR-16-5p, and hsa-miR-335-5p), three transcription factors (PPARG, MEF2B, and MYBL2), and two chromosomes (chr9q22.2, chr12q24.12). Key pathways affected include the amyloid-beta response, protein autophosphorylation, and dopamine metabolism. Among these, five hub targets (PPARG, mTOR, EGFR, ESR1, and MAPK1) were highlighted for their significant roles in AD pathogenesis. Despite its promising properties, abyssinone-I has low bioavailability and may interact with other drugs. Future in vivo and in vitro studies are necessary to validate these findings and optimize therapeutic usage. This study provides a foundation for Abyssinone-I as a potential AD treatment, pending further experimental confirmation.Graphical

Actor as expert: Developing an improvisational actor training approach for social work simulations

The increased reliance on online platforms such as Zoom and Teams for skills training for allied health specialists has presented new challenges for the actor and the actor trainer. The research reported in this article grew out of a project set up to investigate these challenges. Since 2021, members of the Deakin University Theatre Department have been collaborating with the charity Anglicare Victoria to deliver online training for Rapid Response social workers who work with families in danger of having their children removed. This has involved recruiting and training actors to act as family members in relevant scenarios in ‘real play’ online simulations so the Anglicare Rapid Response trainee can develop essential skills. Within a practice-led research approach, we ask what might be required when this live embodied skillset is moved online. The article utilizes observations of the video recordings of the training sessions, recordings of debrief sessions and reflections from the author-actors to report on an emerging approach for preparing actors for this type of engagement. We reflect on the ways improvisation is impacted using the ‘online performance’ space, especially how status, eye gaze, body positioning and mise en scène can be utilized in the online environment. We also consider the importance of actor self-care. The article offers a basis of training for a field of endeavour that is becoming more prevalent in the post-COVID world: online simulation scenarios for care workers.

Evaluating Virtual Simulation to Augment Undergraduate Nurses' Clinical Practice.

Due to the lack of clinical placements during the pandemic, virtual simulation was used to augment student practice experiences. Using Kirkpatrick's evaluation model, a program evaluation study using a mixed-methods design was implemented to assess student and faculty satisfaction and usefulness of virtual simulation, the effectiveness of meeting learning needs, and the effects of the virtual simulation resource on the development of clinical judgment (n = 70). Virtual simulation was rated as moderately useful with an overall mean of 1.7 (SD = 0.66, range 1 to 3). Only 21% to 49% of the students found online simulation either met or well met the various areas of learning needs. Qualitative data highlighted the benefits of this strategy as well as implementation factors that affected students' experience. Virtual simulation can be used in clinical courses to augment learning when implemented in a way that addresses students' needs. [J Nurs Educ. 2024;63(7):470-477.].

Inclusive pedagogy in online simulation‐based learning in undergraduate nursing education: A scoping review

AbstractBackgroundEquality, diversity and inclusion initiatives seek to embed the concept of inclusive pedagogy to promote inclusive educational environments. However, no evidence synthesis exists which examines whether and how the concept of inclusive pedagogy is addressed in online simulation‐based learning in the undergraduate nursing education literature.AimsTo map the evidence regarding the adoption of inclusive pedagogy in online simulation‐based learning in undergraduate nursing education.DesignA scoping review.MethodsData were extracted, synthesized and presented in narrative and table format.Data SourcesA systematic search of five databases and five sources of grey literature was conducted to search literature published between 1st January 2010 to 1st June 2022.ResultsThirty‐eight papers published between 2011 and 2022 were included. The results are presented under three identified themes: (1) Learner diversity; (2) Theoretical frameworks promoting equality, diversity and inclusion in online simulation and (3) Online simulation feedback.ConclusionInclusive pedagogy has not been considered or embedded in its entirety in online simulation in undergraduate nursing education literature.Implications for the profession and/or patient careUtilizing an inclusive pedagogy framework may prove advantageous in generating inclusive teaching approaches to support all students.ImpactThis review will interest educators and managers that wish to incorporate equality, diversity and inclusion initiatives in nursing education.Reporting MethodThis scoping review has adhered to the EQUATOR guidelines: the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis extension for Scoping Reviews checklist.Patient or Public ContributionNo Patient or Public Contribution.

An in silico investigation of the toxicological effects and biological activities of 3-phenoxybenzoic acid and its metabolite products

We aimed to elucidate the toxic effects and biological activities of 3-phenoxybenzoic acid (3PBA) and its metabolite products. Numerous in silico methods were used to identify the toxic effects and biological activities of 3PBA, including PASS online, molecular docking, ADMETlab 2.0, ADMESWISS, MetaTox, and molecular dynamic simulation. Ten metabolite products were identified via Phase II reactions (O-glucuronidation, O-sulfation, and methylation). All of the investigated compounds were followed by Lipinski’s rule, indicating that they were stimulants or inducers of hazardous processes. Because of their high gastrointestinal absorption and ability to reach the blood-brain barrier, the studied compounds’ physicochemical and pharmacokinetic properties matched existing evidence of harmful effects, including haematemesis, reproductive dysfunction, allergic dermatitis, toxic respiration, and neurotoxicity. The studied compounds have been linked to the apoptotic pathway, the reproductivity system, neuroendocrine disruptors, phospholipid-translocating ATPase inhibitors, and JAK2 expression. An O-glucuronidation metabolite product demonstrated higher binding affinity and interaction with CYP2C9, CYP3A4, caspase 3, and caspase 8 than 3PBA and other metabolite products, whereas metabolite products from methylation were predominant and more toxic. Our in silico findings partly meet the 3Rs principle by minimizing animal testing before more study is needed to identify the detrimental effects of 3PBA on other organs (liver, kidneys). Future research directions may involve experimental validation of in silico predictions, elucidation of molecular mechanisms, and exploration of therapeutic interventions. These findings contribute to our understanding of the toxicological profile of 3PBA and its metabolites, which has implications for risk assessment and regulatory decisions.

Laboratory work “Digital circuit design and algebra of logic: creation of digital devices in an online simulator”: competence-based approach for the purposes of continuity of education levels

Laboratory work “Digital circuit design and algebra of logic: creation of digital devices in an online simulator”: competence-based approach for the purposes of continuity of education levels

Strategic-oriented multiteam system cohesion and enterprise investment decision: Evidence from CESIM platform online simulation experiment

Using CESIM platform financial data on the quality of enterprise investment decision, we assess the impact of strategic-oriented multiteam system cohesion (SOMTS cohesion) on the quality of enterprise investment decision. Based on the resource allocation theory, we found that only SOMTS social cohesion is positively associated with enterprise investment decision, but this impact decreased over the period. Further, team task cohesion moderates the effect in that the positive relationship between SOMTS task cohesion and enterprise investment decision is stronger when team task cohesion is low. The negative relationship between SOMTS task cohesion and enterprise investment decision is stronger when high team task cohesion. The study findings expand the application of multiteam systems theory, offering valuable guidance for executives and boards to enhance decision-making effectiveness from an interdependence perspective.

Examining What and How Secondary Science Preservice Teachers Learn from Using a Suite of Online Simulations

ABSTRACT Preservice teachers (PSTs) need to be able to use ambitious teaching practices to help support their students’ productive engagement in scientific practices such as analyzing and interpreting data or using evidence-based reasoning to support their claims. Approximations of practice are one way in which teacher educators can support their PSTs to develop their skills in enacting ambitious teaching practices. In this study, we report on the use of a suite of three online, simulated approximations of practice where secondary PSTs practiced facilitating discussions focused on engaging students in argumentation. Using information from both PSTs’ and teacher educators’ perspectives, we examined their main takeaways from each simulation experience, how learning from one simulation was used to prepare for the next simulation, PSTs’ perception of the simulations’ authenticity, and their views about whether they would recommend using this online suite of simulations in future teacher preparation courses. Findings suggested that teacher educators and PSTs alike noted a variety of main takeaways, including understanding the importance of planning and asking good questions. Furthermore, they recommended the suite for use in future teacher education courses. Implications of the work for productively integrating online simulations into teacher education settings are discussed.

Converting an interprofessional opioid use disorder simulation from high-fidelity to an online branching pathway scenario

The Covid-19 pandemic caused a disruption in teaching for institutions across the country, particularly for those using simulation-based education. Our team converted a live high-fidelity simulation (HFS) into an online virtual simulation using a storyline and branching pathway approach. The team collaborated with multimedia specialists in video production to create a branching path simulation (BPS), taking interprofessional teams of online students through several decision-making points of a patient's experience in the emergency department (ED). Video vignettes of simulation decision points are incorporated throughout the simulation, with a final outcome eventually emerging. The TeamSTEPPS® Teamwork Attitudes Questionnaire (T-TAQ) was administered before and after the online simulation and descriptive data analysis (paired sample t-test) was conducted using SPSS statistical software. A post simulation satisfaction survey was similarly analyzed.

Evaluating nine different air-sea flux algorithms coupled with CAM6

The accuracy of air-sea flux algorithms significantly impacts the simulation performance of climate models. In this study, we evaluated nine widely-used air-sea flux algorithms: those used in the BCC model, the CAM model, the ECMWF model, and the WRF model (with three options), as well as three other commonly-used algorithms: COARE, UA, and VM. An offline comparison revealed significant discrepancies in the flux calculations obtained with different algorithms. Subsequently, we conducted nine sensitivity experiments by coupling these algorithms into the Community Atmosphere Model version 6 (CAM6) to assess the extent and manner in which the selection of flux algorithms influenced the simulated climate. The online simulations introduced complexities due to interactions between the atmosphere and surface fluxes, making the results more intricate. The iterative process of the model created negative feedback between wind speed and momentum flux, as well as between air temperature and heat flux, leading to inconsistencies between online and offline test results. Based on the comprehensive evaluation metric Distance between Indices of Simulation and Observation (DISO), a concept of combined or segmented algorithm was introduced, and a segmented algorithm based on wind speed was found resulting in an overall superior simulation performance compared to the previous nine experiments.

Impact of air quality model settings for the evaluation of emission reduction strategies to curb air pollution

For air quality management, while numerical tools are mainly evaluated to assess their performances on absolute concentrations, this study assesses the impact of their settings on the robustness of model responses to emission reduction strategies for the main criteria pollutants. The effect of the spatial resolution and chemistry schemes is investigated. We show that whereas the spatial resolution is not a crucial setting (except for NO2), the chemistry scheme has more impact, particularly when assessing hourly values of the absolute potential of concentrations. The analysis of model responses under the various configurations triggered an analysis of the impact of using online models, like WRF-chem or WRF-CHIMERE, which accounts for the impact of aerosol concentrations on meteorology. This study informs the air quality modeling community on what extent some model settings can affect the expected model responses to emission changes. We suggest to not activate online effects when analyzing the effect of an emission reduction strategy to avoid any confusion in the interpretation of results even if an online simulation should represent better the reality.

Multi-Perspective Adaptive Paperless Examination Cheating Detection System Based on Image Recognition

This paper proposes a multi-perspective adaptive examination cheating behavior detection method to meet the demand for automated monitoring throughout the entire process in paperless online exams. Unlike current dual-perspective cheating behavior detection methods, we expand the monitoring field of view by using three cameras with different perspectives: the overhead perspective, the horizontal perspective, and the face perspective. This effectively covers areas where cheating may occur. An adaptive cheating behavior detection system based on three perspectives is proposed, including a gaze direction recognition model based on Swin Transformer, a cheating tool detection model based on Lightweight-YOLOv5-Coordinate Attention, and a cheating behavior determination model based on Multilayer Perceptron. To reduce computational complexity and ensure efficient processing while expanding the monitoring field of view, the system uses the results of the gaze direction recognition model to adaptively select the cheating behavior detection model from different perspectives, reducing the three-perspective system to dual-perspective. In online simulation tests, our method achieves cheating behavior determination at 35 frames per second, with an average recognition rate of 95%. It has good real-time performance, accuracy, and a large monitoring range.

Evaluating the impact of educational technology on learning outcomes in the higher education sector: a systematic review

This systematic review evaluates the impact of educational technology on learning outcomes in the higher education sector. With the rapid integration of digital tools in educational settings, understanding their effectiveness has become crucial. The paper's objective is to synthesize existing research findings to assess how educational technologies influence learning outcomes. We employed a comprehensive search strategy across multiple databases, including peer-reviewed journals and conference proceedings, to collect studies published in the last decade. The inclusion criteria focused on empirical studies that measured the impact of technologies such as learning management systems, online simulations, and digital collaborative tools on student learning outcomes in higher education. Our methodology involved a rigorous screening process, quality assessment, and data extraction, followed by a thematic synthesis of the findings. The review included a total of 47 studies, which were analyzed to identify patterns, themes, and gaps in the current literature. Key findings suggest that educational technology, when effectively integrated into teaching and learning processes, can enhance student engagement, improve knowledge retention, and foster higher-order thinking skills. However, the impact varies significantly depending on the type of technology used, pedagogical approach, and context of implementation. The review also highlights the importance of faculty training and support in maximizing the potential benefits of educational technologies. Educational technology holds promise for improving learning outcomes in higher education, but its success is contingent upon thoughtful implementation, pedagogical alignment, and ongoing support for instructors. Future research should focus on longitudinal studies to better understand the long-term effects of educational technologies on learning outcomes. Keywords: Educational Technology, Learning Outcomes, Higher Education, Digital Divide, Accessibility, Equity, Blended Learning, Virtual Reality, Artificial Intelligence, Mobile Learning, Pedagogical Approaches, Professional Development, Strategic Integration.

Knowledge-dominated and data-driven rigid-flexible coupling dynamics for rotating flexible structure

Solving a rigid–flexible coupling nonlinear dynamic equation necessitates updating dynamic quantities in each time step, which is the main factor that hampers computational efficiency. Therefore, this study develops an innovative framework that combines knowledge-based and data-driven solutions, for which a data-driven numerical integration (DDNI) method is established to update the mass matrix and load vector. The DDNI model is obtained from offline training based on a deep neural network model and is embedded in the floating frame of reference formulation for online simulation of rigid–flexible coupling problems. As benchmark cases, planar and curved shell structures are analyzed, and the results show that the DDNI method exhibits excellent performance in terms of accuracy and adaptability. In particular, compared to a fully numeric integration (FNI) scheme, the DDNI method shows significantly improved efficiency, surpassing that of commercial software. These noteworthy characteristics aid the investigation of intricate structures in engineering problems. We utilize the developed DDNI method in a rigid–flexible coupling analysis of a manipulator, which shows that it is highly time-efficient, approximately 20 times faster than the FNI scheme, while producing results that are consistent with those of experiments.

Evaluating the impact of educational technology on learning outcomes in the higher education sector: A systematic review

This systematic review evaluates the impact of educational technology on learning outcomes in the higher education sector. With the rapid integration of digital tools in educational settings, understanding their effectiveness has become crucial. The paper's objective is to synthesize existing research findings to assess how educational technologies influence learning outcomes. We employed a comprehensive search strategy across multiple databases, including peer-reviewed journals and conference proceedings, to collect studies published in the last decade. The inclusion criteria focused on empirical studies that measured the impact of technologies such as learning management systems, online simulations, and digital collaborative tools on student learning outcomes in higher education. Our methodology involved a rigorous screening process, quality assessment, and data extraction, followed by a thematic synthesis of the findings. The review included a total of 47 studies, which were analyzed to identify patterns, themes, and gaps in the current literature. Key findings suggest that educational technology, when effectively integrated into teaching and learning processes, can enhance student engagement, improve knowledge retention, and foster higher-order thinking skills. However, the impact varies significantly depending on the type of technology used, pedagogical approach, and context of implementation. The review also highlights the importance of faculty training and support in maximizing the potential benefits of educational technologies. Educational technology holds promise for improving learning outcomes in higher education, but its success is contingent upon thoughtful implementation, pedagogical alignment, and ongoing support for instructors. Future research should focus on longitudinal studies to better understand the long-term effects of educational technologies on learning outcomes.

From significance testing to estimation and Open Science: How esci can help.

We argue that researchers should test less, estimate more, and adopt Open Science practices. We outline some of the flaws of null hypothesis significance testing and take three approaches to demonstrating the unreliability of the p value. We explain some advantages of estimation and meta-analysis ("the new statistics"), especially as contributions to Open Science practices, which aim to increase the openness, integrity, and replicability of research. We then describe esci (estimation statistics with confidence intervals): a set of online simulations and an R package for estimation that integrates into jamovi and JASP. This software provides (a) online activities to sharpen understanding of statistical concepts (e.g., "The Dance of the Means"); (b) effects sizes and confidence intervals for a range of study designs, largely by using techniques recently developed by Bonett; (c) publication-ready visualisations that make uncertainty salient; and (d) the option to conduct strong, fair hypothesis evaluation through specification of an interval null. Although developed specifically to support undergraduate learning through the 2nd edition of our textbook, esci should prove a valuable tool for graduate students and researchers interested in adopting the estimation approach. Further information is at ( https://thenewstatistics.com).

Educational Web Portal Software for Teachers, Tutors and Students

This article substantiates the feasibility of using the Data-Driven approach in education and creating a "one-stop shop" platform. The paper describes the advantages and disadvantages of modern domestic and foreign ED Tech products, on the basis of which a conclusion is made about the necessary functionality of the designed platform. The article describes the software requirements for the UML design methodology, describes the choice of creation tools, and considers the program for implementing the tool system, including the database structure. It is shown that such a scheme is scalable and can be easily supplemented with other functionality. Based on the requirements, a project prototype was created, located at kuzovkin.info; the project consists of several parts, including a database with tasks, an online simulator, an online board, a voice messenger and articles with task theory. In addition, in the future, it is planned to use an adaptive learning algorithm using artificial intelligence. It is shown that this prototype is successfully used for teaching students. In the future, a web portal with similar tools is planned to be introduced into the work of online schools.

THE EFFECT OF DIGITALIZATION EDUCATION USING ELECTRONIC LEARNING MEDIA ON STUDENT LEARNING PATTERNS

Science and Technology (IPTEK) is developing very rapidly in various fields, one of which is in the world of education which is known as the digitalization of education. One of the characteristics of digitalization of education is the use of electronic learning media in learning. Examples of electronic learning media that have been widely developed among students include online simulations using Phet Colorado, digital pocket books, virtual classes using video conference, and others. The digitalization of education has an impact on student learning patterns. Therefore, it is necessary to conduct research to determine use of electronic learning media as a form of digitalization of education on student learning patterns. The research uses a descriptive qualitative method using literature study. Digitalization of education provides many benefits to students' learning patterns. Based on the results and discussion, it was found that digitalization of education has an effect on student learning patterns, namely that learning is more interactive and efficient because it can be done anywhere and at any time. However, it should be noted that in the digital era there needs to be a role for families, teachers and the community to supervise and direct students in using technology.

Predicting undergraduate student evaluations of teaching using probabilistic machine learning: The importance of motivational climate

The purpose of this study was to understand the complex interactions within a course among motivational climate variables and student evaluations of teaching (SETs) by developing online simulators using probabilistic machine learning. We used data from 2938 undergraduate students in 30 classes to create online simulators based on Bayesian Belief Networks. We created bubble charts, line graphs, and radar charts to show the relationships between the study variables. Findings showed that (a) the motivational climate variables—as measured by the MUSIC Model of Motivation variables—are the largest predictors of SETs, (b) student interest (in the coursework and instructional methods) is the overall largest predictor of SETs, (c) the relationships between the motivational climate variables and SETS are nonlinear, (d) the ease of the course and demographic variables are only weakly associated with SETs, and (e) the largest predictors of instructor and course rating are similar, but somewhat different.

DISTANCE LEARNING METHODS FOR INTERNATIONAL MEDICAL STUDENTS

In response to contemporary challenges and the imperative to adapt medical education to a distance learning format, particularly for international students, there arises a pressing need to develop and implement effective teaching methodologies. This article is aimed at investigating and discussing modern approaches to distance learning tailored for medical students, especially those from abroad. The highlights recent literature sources exploring current teaching methods in distance education for international medical students and outlining the most promising strategies for ensuring high-quality medical education through online platforms. For this analysis, a variety of sources including scientific articles, pedagogical reports, and personal experiences in teaching medical disciplines such as general surgery, nursing practice in surgery, and patient care with a surgical focus in an online format were consulted. It is imperative to underscore that the success of distance education for medical professionals hinges not only on the utilization of technology but also on the cultivation of interactive medical communities. Collaborative problem-solving of clinical tasks and case discussions foster the development of professional identity. The analysis indicates that employing interactive virtual lectures, online simulation workshops, and virtual clinical cases enables medical students to acquire practical skills in real-time. Based on this analysis, it can be inferred that effective distance education for foreign medical practitioners demands a comprehensive approach. Interactive methodologies, teacher support, and the integration of virtual tools facilitate not only the assimilation of theoretical knowledge but also the development of practical skills essential for future medical professionals. The conclusions of this work can be used for the further development of distance medical education, ensuring the high quality of training of specialists in the field of medicine.