Simulated Learning Environment Research Articles

Encouraging training skills in the furniture and woodworking industries through an innovative simulation-based approach

The article presents the results of the project aimed at applying gamification in education. ENCOURAGING SUnRISE ERASMUS+ project builds on the emerging needs of companies in the Wood and Furniture Industry to give employment to young graduated generations (in HE and VET) including: students prepared technically and students motivated to work in this specific sector. To achieve this challenge, the project explored the use of gamification and the Simulation Learning Environment. In particular, ENCOURAGING SUnRISE introduced gamification to the Wood and Furniture Sector training program. The project is a step to trigger modernisation in initial and continuous VET in the sector through gamification and simulation tools. Therefore, the objective of this research was to prepare and investigate the influence of gamification and the Simulation Learning Environment in improving competencies in the furniture and wood sector, as an innovative educational solution. After identifying the needs and challenges, a selection of skills (soft and hard) was made to perform various tasks in the scenario-based simulation game. The quality assessment of the course has been highly rated by students, teachers, and workers As well as the rate of improvement of technical and non-technical knowledge at the end of the course. This creates a chance to respond to needs and opportunities of traditional industries by offering innovative didactic approaches. ENCOURAGING SUnRISE may in a modern and attractive way reinforce the top skills that the most outstanding workers of the sector usually display.

The relation between learners’ experience in simulations and diagnostic accuracy: Generalizability across medical and teacher education

Simulation-based learning is being increasingly implemented across different domains of higher education to facilitate essential skills and competences (e.g. diagnostic skills, problem-solving, etc.). However, the lack of research that assesses and compares simulations used in different contexts (e.g., from design perspective) makes it challenging to effectively transfer good practices or establish guidelines for effective simulations across different domains. This study suggests some initial steps to address this issue by investigating the relations between learners' experience in simulation-based learning environments and learners' diagnostic accuracy across several different domains and types of simulations, with the goal of facilitating cross-domain research and generalizability. The findings demonstrate that used learners' experience ratings are correlated with objective performance measures, and can be used for meaningful comparisons across different domains. Measures of perceived extraneous cognitive load were found to be specific to the simulation and situation, while perceived involvement and authenticity were not. Further, the negative correlation between perceived extraneous cognitive load and perceived authenticity was more pronounced in interaction-based simulations. These results provide supporting evidence for theoretical models that highlight the connection between learners' experience in simulated learning environments and their performance. Overall, this research contributes to the understanding of the relationship between learners’ experience in simulation-based learning environments and their diagnostic accuracy, paving the way for the dissemination of best practices across different domains within higher education.

Effect of Simulated Learning on Students’ Academic Achievement in Science at Elementary Level

This study was conducted to find out the Effect of Simulated Learning on Students’ Academic Achievement in Science at the Elementary Level. Simulated learning as an innovative method has gained considerable attention nowadays. It involves using technology and virtual environments to replicate real-life scenarios or experiences for educational purposes. The major objectives of the study were to analyze teachers' perceptions of simulated learning and to study the challenges teachers face when using simulated learning in their instruction. The researcher used a descriptive survey design. All the male and female elementary science teachers from the Muzaffargrh and Layyah districts were considered part of the study population. The study sample was comprised of 303 elementary school science teachers who were selected randomly. A 45-item questionnaire was used. The researcher used descriptive and inferential statistical techniques to analyze the collected data using SPSS. The results revealed that teachers generally expressed positive views on the use of simulated learning for the teaching of science. It was recommended that simulated learning activities be aligned with the science curriculum. Guidelines and frameworks should be formulated to facilitate the seamless integration of simulated learning into existing educational frameworks. Teachers should be supported in adapting their teaching methods to fit simulated learning environments.

Research on Digital Virtual Humans in the Metaverse for Smart Teaching

With the rapid development of information technology and artificial intelligence, the virtual digital world known as the metaverse has become an important extension of the real world. This paper aims to explore the design, implementation, and application of digital virtual humans in the metaverse for smart teaching. Firstly, starting from the concept and characteristics of digital virtual humans, we introduce the current development status and application scenarios of digital virtual humans. Then, we expound on the concept of smart teaching and discuss the roles of digital virtual humans in smart teaching, such as teaching assistants, personalized learning tutors, and simulated learning environments. We also analyze the advantages and challenges of digital virtual humans in smart teaching, including aspects like language understanding, emotion recognition, and privacy security. Finally, this paper discusses the development trends and challenges of digital virtual humans, providing new ideas and directions for the education field, exploring how to achieve smart teaching in the virtual world, in order to better meet the learning needs of students and improve the quality and effectiveness of education.

Applying simulation learning theory to identify instructional strategies for Generation Z emergency medicine residency education

AbstractIntroductionGeneration Z learners are entering emergency medicine (EM) residency training, bringing unique learning preferences that influence their engagement with residency education. To optimally teach and motivate this incoming generation of learners, EM educators must understand and adapt to the changing instructional landscape.MethodologyThe Simulation Leaders Advancing the Next Generation in Emergency Medicine (SLANG‐EM) Workgroup was created to identify effective educational strategies for Generation Z learners entering EM. Members were faculty in the Society for Academic Emergency Medicine (SAEM) Simulation Academy, well versed in learning theory supporting simulation‐based education (SBE) and actively involved in EM residency education.Unique treatment/analysisThrough primary and secondary literature searches, the SLANG‐EM Workgroup identified four distinctive learning preferences of Generation Z learners: (1) individualized and self‐paced learning, (2) engaging and visual learning environments, (3) immediate and actionable feedback, and (4) combined personal and academic support. Workgroup members evaluated these learning preferences using a novel conceptual framework informed by the theoretical principles underpinning SBE, recommending instructional strategies for Generation Z EM residency learners across multiple educational environments.Implications for educatorsInstructional strategies were described for the didactic, simulation, and clinical learning environments. In the didactic environment, identified instructional strategies included meaningful asynchronous education, interactive small‐group learning, and improved multimedia design. In the simulation environment, educational innovations particularly suitable for Generation Z learners included learner‐centered debriefing, rapid‐cycle deliberate practice, and virtual simulation. In the clinical environment, described instructional strategies involved setting learner‐centered goals and delivering facilitative feedback in the context of an educational alliance. Overall, these instructional strategies were clustered around themes of student‐centered education and the educator as facilitator, which align well with Generation Z learning preferences. These findings were synthesized and presented as an advanced workshop, “Delivering Effective Education to the Next Generation,” at the 2023 SAEM Annual Meeting.

Psychological safety during a large-scale simulation-based learning event

Psychological safety (PS) is currently endorsed as best practice in simulated learning environments. PS refers to the belief that a student can express their ideas and concerns without fear of negative consequences. Students who participate in simulation-based scenarios often experience psychological distress during such events if they are immersed in an environment that is not psychologically safe. This phenomenon has been researched in the field of nursing during both the briefing and debriefing phases of simulation. The aim of this study was to determine the level of PS of emergency care students at a large-scale simulation rescue training exercise. A quantitative survey design was used on student participants at an annual rescue training exercise in 2021. Students who participated in a high-fidelity rescue event scored a mean PS score of 48.76. Reluctance to take interpersonal risks and fear of making mistakes in a team setting were identified as areas of concern. When PS is understood and improved, the learning experience for students will be enhanced and they will be able to participate without fear of humiliation.

Voices From the Industry: How EdTech Leaders Responded to the COVID-19 Pandemic

Purpose Educational technology (“EdTech”) served a pivotal role in keeping schools functioning during the beginning of the COVID-19 pandemic. Little is known about EdTech leaders’ roles in shaping this response. This study explores EdTech leaders’ perspectives and backgrounds, their response to the pandemic, how they envision their roles as educators, and their perspectives about how technology facilitates educational innovation. Design/Approach/Methods This study uses a qualitative, phenomenological approach to understand how 11 EdTech leaders experienced the pandemic. Participants were recruited for interviews in summer 2021 via purposive sampling to include diverse backgrounds and perspectives. Data were analyzed inductively. Findings The findings show that a four-category typology can be used to describe EdTech leaders’ diverse backgrounds and experiences. Leaders emphasized equity and open collaboration in their pandemic responses, by expanding access to their tools and adapting their products as users’ needs evolved. EdTech leaders anticipate streamlined user experiences, improvements in online learning, and increased adoption of artificial intelligence and simulated learning environments. Originality/Value This study addresses a gap in the research concerning EdTech leaders’ perspectives on their efforts to support educators and their experiences during the pandemic. We hope this study sparks additional research on EdTech leaders’ experiences and roles in education.

Twelve tips for orienting preclinical healthcare students to simulation education

Simulation-based education (SBE) is common in healthcare education and is increasingly being incorporated in preclinical curriculum. Preclinical students typically have had little exposure to the clinical setting (i.e. hospital patient rooms, equipment) and often feel uncomfortable when first placed in the simulated clinical environment. Prebriefing, a standard of best practice in simulation, prepares learners for simulation exercises. To successfully integrate SBE in preclinical education, we recommend expanding the prebriefing to include: multiple activities that orient learners to the learning space and the structure of a simulation activity, the goals of simulation as a learning process, faculty modeling of a simulated patient encounter, and expected learner outcomes. This approach increases student familiarity with the simulation learning environment and performance expectations, which can reduce cognitive load and improve learning outcomes. We describe 12 tips for increasing the scope of the prebriefing to promote effective learner participation and development during preclinical SBE.

Gamifying simulated nursing education: a digital technology approach to enhancing pedagogy and student experience.

Higher educational institutions have responded to a shortage of clinical placements for students by adopting innovative approaches, such as the use of simulated learning environments. The integration of gamification in simulated placements presents a promising opportunity to enrich and diversify the learning experience. A series of game-based resources to support simulated practice learning was developed by the academic team at the University of Bolton. This study involved evaluating the experiences of students who engaged in these interactive scenarios to assess the potential impact of these digital interventions on learning. The findings indicate that the approach had a significant impact on student learning, improving both their knowledge and their confidence in applying procedures in practice. These findings are of particular significance since it is commonly considered that students in fields such as nursing, which are known for their emphasis on human-centred care, place less value on digital learning technologies.

Simulation in engineering education: The transition from physical experimentation to digital immersive simulated environments

Besides its use as a powerful systems analysis tool, simulation has also been used for decades in educational settings as a teaching and learning method. Simulation can replace or augment real-world inquiry-based experiences by providing learners with a low-cost and risk-free experimentation platform to develop knowledge and skills in a simulated environment. This paper presents an overview of current applications and the ongoing transition from physical experimentation to digital simulations and immersive simulated learning environments in engineering education. The paper highlights major implementation and research gaps related to simulation-based learning and immersive simulated learning environments, namely, lack of integration with learning theories and limited formal assessments of effectiveness. Potential implementation approaches and important areas for future educational research are discussed and exemplified in response to the identified gaps. The discussions presented are intended for simulationists, educational researchers, and instructors who are interested in designing and/or utilizing engineering education interventions involving simulated learning environments and immersive technologies in their teaching and educational research. In particular, the Immersive Simulation-Based Learning (ISBL) approach discussed in the paper provides a framework for simulationists to reuse the models developed as part of their simulation projects for educational purposes.

Simulated Learning Environments as an Interdisciplinary Option for Vocational Training: A Systematic Review

Background The current scenario of university education calls for training spaces that go beyond direct instruction and knowledge memorization exercises. Such requirement stems from the need to articulate very diverse knowledge and skills that the current professional must develop both in university practice and in their daily work. Given this circumstance, it is imperative to build new teaching experiences that articulate the space of practice and the knowledge that corresponds to it, as scenarios for the interdisciplinary and permanent construction of knowledge. Method To address this issue, a systematic literature review has been conducted to explore research from the last 20 years on the educational implementation of simulations in various professions. After conducting filtering and sampling processes, 101 articles were reviewed, which were read in depth and to which qualitative processes of categorization and frequency analysis were applied. Results The results of the review highlight some advantages and limitations of simulations as learning resources and suggest the importance of their deployment from an interdisciplinary perspective of teaching, especially in health sciences. Conclusion Finally, we reflect on the importance of approaching simulation-based learning from a curricular perspective, which brings learning in higher education closer to the complex realities of the world of work. In addition, the existence of great challenges and transformative effects of its implementation on university educational structures and models is highlighted.

Breaking boundaries and opening borders by clicking into an inclusive virtual simulated learning environment

Breaking boundaries and opening borders by clicking into an inclusive virtual simulated learning environment

A82‘Simulation for Finals and Real Life’ – is it ever too early to jump in the deep end?

Surveying University of Nottingham (UoN) medical students in their final year with regards to applying an A-E approach in a medical emergency context, we found that they lacked confidence. In order to address this curriculum gap, we designed a low-fidelity simulation-based workshop which has been shown to improve confidence in developing key skills relating to medical emergencies [1]. This consists of a 2-hour session for groups of 6, for all students undertaking their medical placements at Nottingham University Hospitals (NUH). After successfully implementing this workshop for students in their final year, we asked ourselves ‘when is it too early for medical students to cover A-E assessments in medical training?’ Considering this is an essential skill to develop and part of their intended learning outcomes (ILOs) that is also tested in their 3rd year examinations, we introduced an adapted version of this workshop for the more junior cohort. We constructed this workshop with alignment to both the final and third year UoN curriculum ILOs. Google forms were used to survey students’ confidence pre and post-session. We used a low-fidelity simulation mannequin, focusing on an otherwise realistic clinical environment using medical notes, a portfolio of investigations and props. This included an observation monitor, a real-time display with altering vital parameters and a fully equipped emergency trolley. Pre‐reading handouts on A-E assessment by the Resuscitation Council UK [2] were provided. We watched a pre‐recorded demonstration video of the management of hypoglycaemia prior to students working in pairs on three scenarios. During the simulation scenarios, faculty members acted as either the patient or team members, including as a nurse and medical registrar. We showed that participation in our workshop significantly improved student confidence in the specific domains (see Summary of the student questionnaire results Written feedback from students suggested active participation in a simulated learning environment together with a detailed debrief and facilitated discussion was a powerful learning experience. This workshop has now been embedded into the teaching timetable at NUH. A-E assessment is a key template doctors of all grades use when facing the most critical situations. Considering the feedback, introducing more junior students to the structure of an A-E assessment early is essential for creating a scaffold in their long-term memory, ingraining this into their professional practice. This will prepare them for their OSCEs and the new GMC mandated MLA examinations [3] and, more importantly, for when they start their roles as foundation doctors. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

A8Mental health professionals’ lived experiences of simulated ligature training: a phenomenological study

Ligature and death by hanging represent critical issues in nursing practice that necessitate ongoing vigilance and assessment from healthcare practitioners [1–3]. This study delves into the lived experiences of healthcare professionals participating in a simulated ligature training and management workshop at a London university. The phenomenological research aims to offer an in-depth comprehension of the benefits and challenges associated with employing a simulation-based approach to ligature management training for mental health care professionals. A purposive sample of 10 healthcare professionals working in in-patient settings were invited to partake in a 2-day simulation-based ligature management workshop. Participants were aged 18 years or older and were able to provide written informed consent. Qualitative data were gathered following the 2-day simulation workshop through audio recordings and verbatim transcriptions, which were subsequently thematically analysed and interpreted by the research team. Thematic analysis of in-depth interviews unveiled three principal themes: (1) transformative experience, (2) altered perspectives on ligature training, and (3) patient-centred risk management and empowerment. The study offers valuable insights into the lived experiences of healthcare professionals within a simulated learning environment, contributing to a more profound understanding of effective training strategies for handling ligature-related situations in clinical practice. The findings indicate that simulation-based training can bolster the competence, resilience and preparedness of mental health professionals in managing ligature-related situations. Moreover, involving patients in devising their own risk management plans and delivering individualized care can result in improved patient outcomes and diminished staff burnout. This study sheds light on effective training strategies for mental health professionals in tackling complex and challenging circumstances in mental health care. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Fostering public health ethics awareness among medical students through interactive web-based values exchange learning: A cross-sectional study.

Medical ethics have traditionally encountered resistance in medical education, with doubts regarding their necessity during preclinical years. Concerns include the practical application of theoretical ethics and favoring the learning of ethics through observation and imitation. Furthermore, ethics courses often focus on codes and regulations and neglect the promotion of moral reasoning and decision-making skills. Therefore, enhancing ethical researcher-training modules is essential for advancing instructional methods and promoting a unified and interactive learning atmosphere. A 3-week course was conducted using the values exchange (VX) online platform to assess the effectiveness of the VX system in involving students and its impact on their perceptions of the importance of research ethics. Accordingly, a blended course was provided as an optional course to the students, and a qualitative course evaluation survey was administered at the end of the course. Sixty-one medical students participated in a pilot-blended research ethics program and the majority (93%) reported a positive learning experience. The course was preferred over traditional classroom-based courses by 80% of the respondents, with 77% reporting increased interest and motivation to study Research Ethics. Over half of the students (57%) reported that the course stimulated their thinking and changed their perspectives on handling medical research issues. Some students (20%) reported improvements in their social and information technology skills. The VX platform was able to meet the expectations of both faculty and students, and fulfilled all dimensions of the Health Professions Learning Environment Conceptual Framework. The VX platform provides an interactive and effective simulated learning environment that promotes ethical research aligned with the Health Professions Learning Environment Framework and fosters core competencies, such as ethical reasoning, decision-making, and cultural respect. Medical schools are encouraged to implement VX to enhance the teaching of research ethics.

Challenging the doctrine of “non‐discerning” decision‐making: Investigating the interaction effects of cognitive styles

AbstractThe impact of intuitive and analytic cognitive styles on task performance is a much‐debated subject in the scientific discourse on decision‐making. In the literature on decision‐making under time pressure, intuition has been regarded as a fast and frugal tool. At the same time, the heuristics and biases tradition sees intuition as a source of errors, implying that more analytic decision‐makers are less biased and better performers. We conducted two studies of the effects of interplay between intuitive and analytic cognitive styles on decision‐making in a simulated wicked learning environment. The results of the first study revealed that the high‐performing individuals were those who exhibited a strong preference for both cognitive styles, as well as those who showed a lack of preference for both. Individuals with a strong preference for only one of the styles were outperformed. In the second study, we replicated these findings in a team context. Post‐hoc, we found that cognitive ability correlated highly with performance for the two high‐performing style combinations but not for the two low‐performing style combinations. Our results indicate that flexible style preferences boost the effect of cognitive ability, while strong preferences for a single style may entrench even those with high cognitive abilities.

Feasibility Analysis of VR Virtual Technology Application in Art Design Teaching

VR virtual reality technology is now used in various fields, in recent years, the technology is also gradually applied to teaching. VR virtual technology can build a simulation learning environment, so that students have a comprehensive and systematic understanding of the courses of art design, and cultivate students' creative ability and imagination. This paper analyzes the status quo of VR virtual reality education technology and the advantages of VR technology in teaching, puts forward the teaching method of integrating VR virtual reality technology into classroom teaching, and discusses the feasibility of VR virtual reality technology, so that the technology can be widely used in the teaching of art design major.

Standardized Patients Versus Mannequins in Mental Health Simulation.

Mental health nursing simulation using various modalities can be useful in increasing student confidence, satisfaction, knowledge, and communication skills. Studies comparing the benefits of mental health nursing simulation using standardized patients versus mannequins are scarce. The purpose of this study was to explore differences in knowledge, clinical learning, clinical reasoning, communication, confidence, and learner satisfaction when conducting mental health nursing simulation with standardized patients compared to mannequins. A convenience sample of 178 senior level baccalaureate nursing students enrolled in the mental health nursing course participated in this study. Of the total sample, 41.6% (n = 74) participated in high-fidelity mannequin simulation and 58.4% (n = 104) in standardized patient simulation. Measures included a knowledge assessment, Satisfaction with Simulation Experience Scale (SSE), and a simulation evaluation survey. While knowledge levels increased regardless of simulation modality, clinical reasoning, clinical learning, communication, realism, and overall rating of the simulation experience were significantly higher among participants in standardized patient simulation compared to mannequins. Mental health simulations can be a useful learning tool for engaging in mental health scenarios in a safe simulated learning environment. While both mannequins and standardized patient modalities are helpful in increasing mental health nursing knowledge, standardized patient simulation has a greater impact on several other aspects including clinical reasoning and communication. Future multisite studies with larger samples are needed, including a wider variety of mental health scenarios.

A Multifaceted Educational Intervention in the Doctor-Patient Relationship for Medical Students to Incorporate Patient Agendas in Simulated Encounters.

From the beginning of their clinical training, medical students demonstrate difficulties when incorporating patient perspectives. This study aimed to assess if students, after an instructional programme, increased their sensitivity towards patients' needs and carried out bidirectional conversations. An observational study involving 109 medical students prior to their clerkships was designed. They attended a five-step training programme designed to encourage the use of communication skills (CSs) to obtain patients' perspectives. The course developed experiential and reflective educational strategies. The students improved their use of CSs throughout three sessions, and the overall score for these patient consultations went up in the opinions of both the external observer (EO) (5; 6.6; 7.5) and the simulated patients SPs (5.3; 6.6; 7.8). Most of the students (83.9%) considered that the CSs addressed were useful for clinical practice, particularly the interviews and the feedback received by the SP and the lecturer. The programme seems to help the students use CSs that facilitate a more bidirectional conversation in a simulated learning environment. It is feasible to integrate these skills into a broader training programme. More research is needed to assess whether the results are applicable to students in real settings and whether they influence additional outcomes.

Interrater agreement between student and teacher assessments of endotracheal intubation skills in a self-directed simulation learning environment

BackgroundPractical skill assessment is an important part of the learning process to confirm competencies in acquired medical knowledge.ObjectiveThis study aimed to compare the assessments of endotracheal intubation skills using the HybridLab® methodology between students and teacher in terms of interobserver reliability.MethodsReliability analysis was performed with observational data (data are reported according to STROBE guidelines). The study was conducted in two countries, the Lithuanian University of Health Science (LUHS) and Pennsylvania State University (PSU) in the US, between 1 January and 30 June 2020. A total of 92 students (60 from LUHS and 32 from PSU) were trained in endotracheal intubation using an algorithm-driven hybrid learning method. At the end of the training session, the participants had to complete the evaluation scenario, which was assessed by one of the students and evaluated remotely by a single teacher. The student assessment of the endotracheal intubation procedure was compared with the teacher’s assessment using correlation and estimation of the intraclass correlation coefficient.ResultsOverall, the medians of the student and teacher assessments were both 100% (0%). Spearman’s correlation coefficient between the student and teacher assessments was 0.879 (p = 0.001). The intraclass correlation coefficient used for interobserver variations between the students and teacher was 0.883 (95% confidence interval from 0.824 to 0.923).ConclusionsThe algorithm-driven hybrid learning method allows students to reliably assess endotracheal intubation skills to a level comparable with that of the teacher’s evaluation. This learning method has the potential to be a cost-effective and efficient way to provide high-quality education while also saving human resources.