Video Simulation Research Articles

Influence of physical fitness on decision-making of soccer referees throughout the match

The purpose of this study was to analyze the relationships between physical fitness and physical performance in competition and the decision-making (successes and errors). A sample of 22 male national-level soccer referees (weight: 72.7 kg; height: 178.0 cm; age: 23.4 years) participated in this study. Physical fitness was assessed through 6 series of 40 m (velocity) and Yo-yo (aerobic) test in annual exam by Soccer Committee, physical performance was performed through the total distance covered in competition (Experiment 1), and decision-making was registered through a simulated Video Assistant Referee system (VAR) with the consensus of 2 national referees evaluating only warnings (yellow cards), expulsions (red cards), established penalties and obvious goal actions (called and no called) (Experiments 2 and 3). Results showed that physical fitness test was related with total distance (rho = 0.63, p < .01) and success rate percentage (rho = 0.74, p < .05) registered during competition. The success rate percentage, in the first half, was observed 44% successes, and in the second half, 59% successes. The number of events called was related with the physical fitness test score (R2 = 0.71, p = .035; R2 = 0.64, p = .056, respectively). As conclusion, the main finding of this study has provided insight into decision-making behavior in real competitive matches and the physical fitness was the predictor of the successful decision-making being able to determine the permanency, promotion or decrease of category.

The Effect of Simulation Training on Enhancing Nursing Students' Perceptions to Incorporate Patients' Families Into Treatment Plans: A Randomized Experimental Study.

As clinical placement in bachelor's nursing programs becomes increasingly difficult, simulation is becoming increasingly common to enhance learning. Blended learning incorporating simulation videos provides students with the opportunity to observe and learn from exemplary practices while bridging the gap between theoretical knowledge and its practical application. This study aimed to investigate the effect of simulation training on enhancing nursing students' perception of integrating patient's families' assessments into their treatment plan. A quantitative, experimental research design was used, with a control (56) and intervention group (67) from levels 7 and 8 senior nursing students at King Saud Bin Abdulaziz University for Health Sciences, College of Nursing, Jeddah, assigned randomly to each group. The tool consists of three sections: personal information, a Van Gelderen family rubric, and a role-play survey. The validity and reliability of the tools were confirmed by the original developer. In the current study, the reported Cronbach's alpha was 95%. A total of 123 studentsparticipated in the study. Their ages ranged between 19 and 23 yearsand 23 years and above, with a mean age of 21.3 ± 1.3 among the control group and 22.2 ± 1.1 among the experimental group. There was an improvement in the mean scores in the post-training phase compared to the pre-training phase in the experimental group, with a statistically significant difference at p < 0.05. However, there were no significant differences noted between the control and experimental groups in the pre-training phase compared to the statistically significant difference noted between the two groups in the post-training phase. The findings of the study indicated that the utilization of scenario-based standardized patient-simulated exercises, guided by dedicated faculty and accompanied by reflective debriefing exercises, proved to be an effective approach for bridging the gap between theoretical knowledge and its application in clinical practice. Therefore, the study prompts curriculum revisions to incorporate family assessment into nursing practices, as well as evidence-based strategies, such as learning activities that use standardized patient or high-fidelity simulation technology to address and possibly reduce the theory-practice gap for graduates when entering clinical practice.

Conversation Analysis Based Simulation (CABS): A method for improving communication skills training for healthcare practitioners.

Actors portraying simulated patients are widely used in communication skills training in healthcare, but debates persist over the authenticity of these interactions. However, healthcare professionals value simulation-based training because of the opportunity to think and react in real time, which alternatives cannot provide. To describe a method for the use of simulation which maximises authenticity by grounding training in real, observed, patterns of patient communication. Naturally occurring care interactions were video recorded and analysed using conversation analysis (CA) to identify communication patterns. We focused on sites of recurring interactional trouble as areas for training, and identified more and less effective ways of dealing with these. We used the CA findings to train actors portraying simulated patients, based on the observed interactional patterns. Patients living with dementia and healthcare practitioners (HCPs) on two acute healthcare of the elderly wards in the English East Midlands. One month later HCPs reported using the skills learned in clinical practice. Masked-ratings of before and after simulated patient encounters confirmed these self-reports in relation to one key area of training. The Conversation Analysis Based Simulation (CABS) method used in this setting showed positive results across a range of quantitative and qualitative outcome measures. What is significant for the transferability of the method is that qualitative feedback from trainees highlighted the ability of the method to not only illuminate their existing effective practices, but to understand why these were effective and be able to articulate them to others. While the CABS method was piloted in the dementia care setting described here, it has potential applicability across healthcare settings where simulated consultations are used in communication skills training. Grounding simulated interaction in the observed communication patterns of real patients is an important means of maximising authenticity. The VideOing to Improve dementia Communication Education (VOICE) intervention which piloted the CABS method was developed by a multidisciplinary team, including three carers of people with dementia. People living with dementia were involved in the rating of the before and after video simulation assessments.

The Evaluation of a High-Fidelity Simulation Model and Video Instruction Used to Teach Canine Dental Skills to Pre-Clinical Veterinary Students.

In recent years, there has been an increased focus on the teaching of small-animal dentistry to veterinary students in order to address the recognized gap between dental skill training and the expectations of employers regarding the competencies of new graduates in this field. In this study, third-year veterinary students were trained in three canine dental core skills using either a high-fidelity model (Group A) or video instruction (Group B). An objective structured clinical examination was used to assess skill acquisition and questionnaires were distributed in order to assess student confidence and perceptions related to small-animal dentistry practice and related skills before and after the training. All results were compared between the two groups. Group A outperformed Group B in skill acquisition (p < 0.001) and there was greater improvement in skill confidence for Group A than Group B (p < 0.001). There was no statistical difference in perceptions related to small-animal dentistry between the two groups after the training (p ≥ 0.1). Group A rated their training experience more highly than Group B (p < 0.001). Although dental skill acquisition shows greater improvement when training is provided by models rather than video instruction, a blended approach to teaching dental skills is likely to be the best approach to optimizing dental skill acquisition.

Hazard Assessment and Remediation Tool for Simulation-Based Healthcare Facility Design Testing.

To develop an objective, structured observational tool to enable identification and measurement of hazards in the built environment when applied to audiovisual recordings of simulations by trained raters. Simulation-based facility design testing is increasingly used to optimize safety of healthcare environments, often relying on participant debriefing or direct observation by human factors experts. Hazard categories were defined through participant debriefing and detailed review of pediatric intensive care unit in situ simulation videos. Categories were refined and operational definitions developed through iterative coding and review. Hazard detection was optimized through the use of structured coding protocols and optimized camera angles. Six hazard categories were defined: (1) slip/trip/fall/injury risk, impaired access to (2) patient or (3) equipment, (4) obstructed path, (5) poor visibility, and (6) infection risk. Analysis of paired and individual coding demonstrated strong overall reliability (0.89 and 0.85, Gwet's AC1). Reliability coefficients for each hazard category were >0.8 for all except obstructed path (0.76) for paired raters. Among individual raters, reliability coefficients were >0.8, except for slip/trip/fall/injury risk (0.68) and impaired access to equipment (0.77). Hazard Assessment and Remediation Tool (HART) provides a framework to identify and quantify hazards in the built environment. The tool is highly reliable when applied to direct video review of simulations by either paired raters or trained single clinical raters. Subsequent work will (1) assess the tool's ability to discriminate between rooms with different physical attributes, (2) develop strategies to apply HART to improve facility design, and (3) assess transferability to non-ICU acute care environments.

Police lethal force errors and stress physiology during video and live evaluation simulations

ABSTRACT Police officers are regularly evaluated for their competency in a variety of skills related to use of force (UOF), including lethal force decision-making, which is usually tested using stressful reality-based scenarios in virtual or live formats. The current observational study fills a literature gap by examining performance (i.e., shoot/no-shoot errors) and stress physiology among 187 police officers during virtual (i.e., video-based) and live UOF scenarios as part of their agency’s annual requalification assessment. While moderately low rates of lethal force errors we\\re observed overall, there were significantly fewer errors in live (0.81%) versus video scenarios (5.92%). Both conditions elicited significant stress physiology, as measured by heart rate (HR) relative to rest, with higher maximum heart rate in live scenarios. Based on emerging empirical literature and the current findings, we contribute to the discussion on the practical benefits and limitations of video and live simulation approaches in policing. We also provide evidence-based recommendations on how each approach may be most effectively employed for the purpose of evaluating police officers’ UOF skills.

Nasal oxytocin administration does not influence eye gaze or perceived relationship of male volunteers with physicians in a simulated online consultation: a randomized, placebo-controlled trial.

The patient-physician relationship is a critical determinant of patient health outcomes. Verbal and non-verbal communication, such as eye gaze, are vital aspects of this bond. Neurobiological studies indicate that oxytocin may serve as a link between increased eye gaze and social bonding. Therefore, oxytocin signaling could serve as a key factor influencing eye gaze as well as the patient-physician relationship. We aimed to test the effects of oxytocin on gaze to the eyes of the physician and the patient-physician relationship by conducting a randomized placebo-controlled crossover trial in healthy volunteers with intranasally administered oxytocin (with a previously effective single dose of 24 IU, EudraCT number 2018-004081-34). The eye gaze of 68 male volunteers was studied using eye tracking during a simulated video call consultation with a physician, who provided information about vaccination against the human papillomavirus. Relationship outcomes, including trust, satisfaction, and perceived physician communication style, were measured using questionnaires and corrected for possible confounds (social anxiety and attachment orientation). Additional secondary outcome measures for the effect of oxytocin were recall of information and pupil diameter and exploratory outcomes included mood and anxiety measures. Oxytocin did not affect the eye-tracking parameters of volunteers' gaze toward the eyes of the physician. Moreover, oxytocin did not affect the parameters of bonding between volunteers and the physician nor other secondary and exploratory outcomes in this setting. Bayesian hypothesis testing provided evidence for the absence of effects. These results contradict the notion that oxytocin affects eye gaze patterns or bonding.

Augmented reality landmarks on windshield and their effects on the acquisition of spatial knowledge in autonomous vehicles

ABSTRACT Autonomous vehicles, which free drivers from driving, are gaining increasing interest for future travel needs. But the degradation of driver’s spatial knowledge will likely worsen when drivers no longer need to actively steer nor pay attention to the environment. This study extends the theory of visualising distant landmarks on mobile phone to windshield using Augmented Reality (AR), to support spatial learning. This study investigates the impact of AR distant landmarks (with vs. without AR landmarks) and road conditions (highway vs. local road) on acquiring spatial knowledge through an experiment using simulated videos of autonomous driving. Participants are randomly assigned to one of two scenarios to complete tasks which assessed their acquired spatial knowledge one the route-, directional, and configural levels. Results show that distant landmarks enhance the efficiency of acquiring route- and directional knowledge, although the effectiveness of acquiring route knowledge with AR landmarks is not significant on local road. Configurational knowledge is more likely impacted by the road type instead of the AR landmarks. The results indciate the necessity of carrying out follow-up studies on symbolising additional information in AR landmarks for supporting spatial learning and evaluate their impacts on the spatial knowledge at the configurational level.

Virtual reality simulation-enhanced blood transfusion education for undergraduate nursing students: A randomised controlled trial

BackgroundNurse-administered blood transfusion (BT) is a common form of medical treatment, but nursing students are often excluded from participating in and observing BTs during clinical placements. To address clinical placement limitations, nursing educators have increasingly adopted technology-guided simulation pedagogies, including virtual reality (VR) simulation, for nursing students' clinical skills education. ObjectivesTo develop VR simulation for BT practice and investigate its effectiveness with nursing students. DesignA single-blinded, two-arm randomised controlled trial. SettingsOne university in Hong Kong. ParticipantsA total of 151 nursing students enrolled in a nursing undergraduate course at a university in Hong Kong were recruited via convenience sampling in March 2022. MethodsEvidence-based VR simulation videos consisting of 1) animated blood formation physiology and side effects of BT and 2) 360° BT nursing practice were developed. The nursing students were randomly allocated into intervention and control groups. The intervention group (n = 75) received the usual BT education (i.e. Zoom lecture) with the developed VR video education, whereas the control group (n = 76) received the usual BT education (Zoom). The BT knowledge (RBTKQ-O), student satisfaction and self-confidence (SSSC) and self-efficacy (GSES) of BT practice were measured before and after BT education. Intention-to-treat analyses were performed. ResultsThe primary and secondary outcomes (RBTKQ-O, SSCS and GSES, respectively) improved over time in both groups. Analysis of covariance revealed that students who received VR simulation reported higher post-intervention measurement scores in BT knowledge and SSCS than those who did not receive VR simulation. ConclusionsVR simulation-enhanced BT education effectively enhances the knowledge and SSCS of BT practice amongst nursing students. Nurse educators may adopt VR simulation to enhance the effectiveness of existing BT education for nursing students.

Classification of Red Blood Cells Using Time-Distributed Convolutional Neural Networks from Simulated Videos

The elasticity of red blood cells (RBCs) plays a vital role in their efficient movement through blood vessels, facilitating the transportation of oxygen within the bloodstream. However, various diseases significantly impact RBC elasticity, making it an important parameter for diagnosing and monitoring health conditions. In this study, we propose a novel approach to determine RBC elasticity by analyzing video recordings and using a convolutional neural network (CNN) for classification. Due to the scarcity of available blood flow recordings, computer simulations based on a numerical model are employed to generate a substantial amount of training data. The simulation model incorporates the representation of RBCs as elastic objects within a fluid flow, allowing for a detailed understanding of their behavior. We compare the performance of different CNN architectures, including ResNet and EfficientNet, for video classification of RBC elasticity. Our results demonstrate the potential of using CNNs and simulation-based data for the accurate classification of RBC elasticity.

Directed observational learning through augmented video simulation

Video simulation involves self-regulated, immersive learning through replication of real-life scenarios. To improve senior students' understanding/documentation of high-acuity patient assessments, an augmented (role modeling, think-aloud strategies, directed worksheets) video simulation was created. For the quasi-experimental one-group posttest study, participants viewed the video, completed an NLN survey, and allowed use of worksheet/assessment scores. All participant scores revealed assessment accuracy. Augmented video simulation can improve assessment skills through observation and enhance student satisfaction and self-confidence in learning.

Dental students' perceptions and educational impact of preclinical interactive videos compared and in combination with live demonstrations.

To study the utility of simulation videos with embedded quiz items compared and in combination with live hands-on demonstrations of dental procedures. Thirty-three videos with embedded items were developed to help students understand the procedures they had to practice in the simulation laboratory. Videos were uploaded to the university LMS platform for students to watch and complete the embedded items as many times as they liked. All 76 students from 2021 and 73 from 2022 Integrated Dentistry III courses were invited to participate in the study. Practical (OSCE) and theoretical (MCQ) exam grades of the 2021 academic year, when interactive videos replaced live demonstrations, were collected and compared to those of the previous years (2017-2020) when only live demonstrations were performed, as were those from the 2022 academic year, when videos were complemented with hands-on live demonstrations. At the end of each year, a perception questionnaire was voluntarily completed by the students. Assessment grades were significantly higher in the 2021 academic year when interactive videos were incorporated versus the 2017-2020 period when only live demonstrations were performed. However, the combination of interactive videos with live demonstrations performed during 2022 showed the highest exam grades. Seventy-nine percent of students answered the questionnaire, highly valued the utility of the interactive videos and liked the embedded items. Overall, they stated that they learned from the videos. Interactive videos of preclinical procedures with embedded items combined with live demonstrations can significantly enhance students' learning and are valued by students.

Evaluation of an Instructional Video and Simulation Model for Teaching Slit Lamp Examination to Medical Students.

Purpose This article assesses the efficacy of an instructional video and model eye simulation for teaching slit lamp exam to medical students as compared to traditional preceptor teaching. Methods First through 4th year students from the University of California, San Francisco School of Medicine were recruited via email to participate in the study. Students were randomized into two groups. The experimental "model eye" group watched an instructional video on slit lamp exam, spent 10 minutes practicing on the model eye, then practiced for 25 minutes with a student partner. The control "preceptor teaching" group received 25 minutes of in-person preceptor teaching on slit lamp exam, then spent 25 minutes practicing with a student partner. Students were objectively assessed by a blinded grader who scored their examination skills with a 31-item checklist. Qualtrics surveys that measured student perceptions were distributed before and after the intervention. Results Seventeen medical students participated in the study. Students in the model eye group achieved higher mean objective assessment scores than students in the preceptor teaching group on skills relating to slit lamp set up (1.75, standard deviation [SD] = 0.50 and 1.50, SD = 0.80 out of 2 points, p = 0.03) and on the total score (1.69, SD = 0.6 and 1.48, SD = 0.8 out of 2 points, p < 0.01). Both groups reported a significant increase in their understanding of what a slit lamp is used for ( p < 0.01) and in their confidence using a slit lamp ( p < 0.01). All students felt their skills improved with the workshop, 94% found the workshop to be useful, and 88% enjoyed the workshop, with no intergroup differences on these metrics. Conclusion An instructional video combined with a simulation model is as effective as traditional preceptor teaching of the slit lamp exam. Such a teaching module may be considered as an adjunct to traditional methods.

The Characterization of Wave Parameters in Laboratory Scale of Wave Simulator Using Video Tracking Analysis

Understanding the wave parameters in the ocean wave phenomenon is necessary to learn and develop the potential of ocean wave energy. Therefore, this study created a simple laboratory-scale of wave simulator that was developed using an electric motor. The various wave parameters obtained by different treatments were carried out using variations in the angle of the wedge inclination and the rotational speed of the wave generator. In this system, two pulleys of different sizes were used, a large pulley with a diameter of 20 cm and a small pulley with a diameter varying between 1.25 cm and 1.98 cm. Changing the size of the pulleys uses the principle of axial rotational motion to produce different rotational speeds. Moreover, the video tracker analysis application was used to characterize the parameters of the waves generated in the simulator that has been designed. The parameters obtained include wave height, amplitude, frequency, wave period, wavelength, and wave propagation speed. In the examination and analysis that have been carried out, it has been found that increasing wave height and amplitude correlates with increasing the inclination of wedges. The frequency and speed of the waves are linearly related to changes in the rotation speed of the wave generator. For the characteristic wavelength, there is inverse relation to the rotational speed. Based on this study, the wave simulator system and video tracking analysis application can be used to increase the understanding of wave parameters. In addition, this research can also be used as preliminary research on developing a prototype for an ocean wave energy converter on the laboratory scale.

Robot Gaze During Autonomous Navigation and Its Effect on Social Presence

As robots have become increasingly common in human-rich environments, it is critical that they are able to exhibit social cues to be perceived as a cooperative and socially-conformant team member. We investigate the effect of robot gaze cues on people’s subjective perceptions of a mobile robot as a socially present entity in three common hallway navigation scenarios. The tested robot gaze behaviors were path-oriented (looking at its own future path), or human-oriented (looking at the nearest person), with fixed-gaze as the control. We conduct a real-world study with 36 participants who walked through the hallway, and an online study with 233 participants who were shown simulated videos of the same scenarios. Our results suggest that the preferred gaze behavior is scenario-dependent. Human-oriented gaze behaviors which acknowledge the presence of the human are generally preferred when the robot and human cross paths. However, this benefit is diminished in scenarios that involve less implicit interaction between the robot and the human.

시뮬레이션 간호교육에서 자가 및 동료주도 디브리핑의 임상수행능력, 문제해결능력, 자기효능감 및 만족도 비교

Objectives This study was attempted to apply the learner-centered learning method to nursing simulation education. The purpose of this study was to confirm and compare the effects of self-debriefing and peer-led debriefing without instructor intervention on the clinical competence, problem-solving, self-efficacy and satisfaction of nursing students.&#x0D; Methods A non-equivalent pre-post test of quasi-experimental design was used, and 92 participants were assigned to each group. Simulation training was conducted with a high-fidelity simulator (SimMan-3G). After simulation, using simulation video and structured written questionnaires were applied to self-debriefing group and peer-led debriefing group to compare the clinical competence, problem-solving, self-efficacy and satisfaction of each group to confirm the effect.&#x0D; Results There was a significant difference in clinical competence at self-debriefing group (t=-3.53, p=.001) and peer-led debriefing group (t=-4.81, p&lt;.001) before and after simulation, but when comparing the differences between the two groups, Clinical competence, problem-solving, and self-efficacy all showed no significant difference. In addition, there was no significant difference in debriefing satisfaction.&#x0D; Conclusions As a result of this study, it was confirmed that the clinical competence was improved through the educational effect of self-debriefing and peer-led debriefing. And it was found that learners themselves become facilitators or mutual facilitators even without professor's facilitating intervention in debriefing. Therefore, the professor will be able to select an appropriate debriefing method according to the situation or learning goal. In addition, there is no difference in satisfaction between debriefing, so it is necessary to consider providing students with autonomy to choose a debriefing method.

Fostering pre-service teachers' assessment skills in a video simulation

Abstract: An adequate on-the-fly assessment of relevant learner characteristics is an essential professional ability for effective teaching. However, this task is challenging, particularly for teacher students, as they often struggle in applying conceptual knowledge and lack perception of personal value and utility of study contents. Video-based simulations enable the acquisition of practice-oriented abilities for student assessment in initial teacher education. Implementing additional scaffolding in simulations can increase learning gains. The present study examines whether a utility value intervention and conceptual knowledge prompts can effectively support the assessment of relevant learner characteristics and how such effects are influenced by success expectancy. The study participants were N = 108 pre-service teachers, who completed a validated video-based simulation. They were randomly assigned to both interventions (utility value intervention, conceptual prompts) in a 2 × 2 design. The results showed that conceptual prompts improved judgment accuracy effectively. The utility value intervention yielded only descriptive improvements that require further investigations. The combination of both interventions was least effective. Furthermore, the results suggest that participants with low success expectancy benefited more from conceptual prompts. These results suggest that conceptual knowledge prompts and tentatively also utility value interventions can be used as effective scaffolds in simulations in the context of assessment skills. However, they also tentatively suggest that more processing and reflection time might be required for the combined scaffold to be effective. In addition, the differential effectiveness of both scaffolds emphasizes that an adaptation of scaffolds based on, for example, success expectancy can support additional learning gains.

Deep Learning Model for Automated Trainee Assessment During High-Fidelity Simulation.

Implementation of competency-based medical education has necessitated more frequent trainee assessments. Use of simulation as an assessment tool is limited by access to trained examiners, cost, and concerns with interrater reliability. Developing an automated tool for pass/fail assessment of trainees in simulation could improve accessibility and quality assurance of assessments. This study aimed to develop an automated assessment model using deep learning techniques to assess performance of anesthesiology trainees in a simulated critical event. The authors retrospectively analyzed anaphylaxis simulation videos to train and validate a deep learning model. They used an anaphylactic shock simulation video database from an established simulation curriculum, integrating a convenience sample of 52 usable videos. The core part of the model, developed between July 2019 and July 2020, is a bidirectional transformer encoder. The main outcome was the F1 score, accuracy, recall, and precision of the automated assessment model in analyzing pass/fail of trainees in simulation videos. Five models were developed and evaluated. The strongest model was model 1 with an accuracy of 71% and an F1 score of 0.68. The authors demonstrated the feasibility of developing a deep learning model from a simulation database that can be used for automated assessment of medical trainees in a simulated anaphylaxis scenario. The important next steps are to (1) integrate a larger simulation dataset to improve the accuracy of the model; (2) assess the accuracy of the model on alternative anaphylaxis simulations, additional medical disciplines, and alternative medical education evaluation modalities; and (3) gather feedback from education leadership and clinician educators surrounding the perceived strengths and weaknesses of deep learning models for simulation assessment. Overall, this novel approach for performance prediction has broad implications in medical education and assessment.

A new standardized tool for quantification of closed-loop communication in trauma care: CAST Grid reliability study

BackroundThe CAST Grid has been developed to evaluate the use of closed-loop communication (CLC) in the trauma bay. MethodsThe CAST Grid and two validated non-technical team performance assessment tools (the TEAM and T-NOTECHS grids) were completed by 2 independent reviewers based on trauma care simulation videos from a French Level 1 trauma center. Intra- and inter-rater agreements were evaluated for CLC parameters and non-technical performance, and correlations between these parameters were analyzed. ResultsThe study analyzed 11 videos. The intra- and inter-rater agreement for the number of CLC per minute (CLC/min) was moderate and good, respectively, based on Lin's concordance correlation coefficient [95%CI] (0.57 [−0.40;0.94] and 0.77 [0.33;0.94]). However, the agreement was poor for the percentage of CLC (0.37 [−0.58;0.89] and -0.36 [−0.71;0.14], respectively). The study found that a lower number of CLC/min was correlated with an increased duration of the simulation (r = −0.75 [−0.93; −0.25]). ConclusionThe CAST Grid showed a relatively good inter-rater agreement to quantify the number of CLC/min which was inversely correlated with the duration of care. This tool opens up the possibility of quantifying CLC and allows for new analyses of team functioning and interactions.

Promoting teachers’ SRL with professional vision experiences of live‐actors simulations and video technology

AbstractSelf‐regulated learning (SRL) is a cyclical process of planning, performance, and reflection. Although SRL contributes to academic achievement, teaching SRL poses a challenge for teachers, who need support in theoretical and practical approaches to SRL knowledge and skills. The first stop for teachers to effectively learn and employ SRL practices is to enhance teachers’ professional vision (PV) skills: PV skills help teachers think about teaching goals and strategic performance. Enhancing teachers’ PV in the context of SRL, referred to as “PV‐SRL,” is based on two types of experiences; video learning and simulation. These experiences allow teachers to practice their SRL skills by observation and emulation and apply SRL theory in class. Video‐based learning refers to watching videos of themselves and other teaching, discussing, and analyzing the events. The term “simulation” refers to guided learning experiences artificially resembling reality, where participants can exercise their skills and cope with challenges in a supportive environment. This chapter describes the different types of video‐based learning and simulations and their application teachers’ professional development programs and also provides recommendations for teacher educators.