Virtual Training Environment Research Articles

INNOVATIVE METHODS OF TEACHING HISTORY AT MODERN UNIVERSITIES

Introduction. As a discipline, History holds a specific place among disciplines of a humanitarian cycle of educational programs of higher education institutions regardless of university specialities. History plays an important role in the course of formation of a citizen and development of critical thinking of a personality as an element of a common culture. However, new federal standards require a drastic reduction of the classroom hours for studying a History course by students of non-humanitarian specialties, and, at the same time, enhancement of the contents of a discipline (its reorientation from History of Russia towards World History). Therefore, History programmes and courses demand up-to-date approaches, methods and didactic means to provide formation of holistic worldview of future experts. The aim of the article is to consider the features of innovative methods application in teaching history in high school taking into consideration modernization processes. Methodology and research methods. The research undertaken is based on activity and competence-based approaches. The methods of analysis and synthesis of the academic literature on the research topic were used; the methods of reflection and generalization of teaching activities of the Department of Humanitarian Disciplines of theKazanNationalResearchTechnologicalUniversity were applied as well. Results and scientific novelty. A modern view on historical education has been proposed as means of students’ systems thinking formation, designing the ideas about the world historical process among students, the mission ofRussia in this process, and evolution ofRussia as a part of the modern civilization. It is stated that History university course is designed not only to give the students strong subject knowledge, but also to create axiological orientations and abilities on the basis of the analysis of historical collisions, objective and subjective factors of society development. Moreover, modern university History course teaches students to establish casual links, to defend own position with deep arguments, to reproduce and present information streams. Learning activities presented above will definitely help future experts to become competent professionals. Learning objectives can be solved by means of a complex of the following innovative pedagogical technologies: problem-based, design and game methods that stimulate cogitative activity of students; dialogue (interactive) forms of training (case-study, debate, discussion) that promote mutual understanding between a teacher and a student, joint solution of educational tasks, and acquisition of positive communicative skills among students. The case study of new formats of History studying is described; it is shown that introduction of new formats into educational practice is possible only under the conditions when a teacher masters the ways of organization and conducting discussions, develops an understanding of distance education and virtual training environments. Students, for their part, have to demonstrate high motivation and activity, to find independently required data, to process and analyze information including historical original sources. Practical significance . Guidelines for application of interactive methods of teaching history in non-humanitarian universities are provided; recommendations for the organization of independent work of students are given as well. The recom mendations have universal character and can be used by teachers of other disciplines after applying specific content adaptation.

An examination of virtual environment training fidelity on training effectiveness

Live training is a vital component of military training. Unfortunately it can be expensive, resource intensive, of limited accessibility or impossible to achieve due to the risks involved. Virtual environment (VEs) training environments can provide trainees with opportunities to practice key skills and work out performance issues in a more cost effective environment, which may lead to more efficient use of live training time. The current study explored this premise by conducting a transfer of training study that examined the question of whether pre-training in low and/or high fidelity VEs can lead to time savings and improved performance in live training environments. In this study, four-person teams received training on a room clearing task either on a low fidelity VE, a high fidelity VE, or no pre-training at all, after receiving familiarisation on the task. After training, all groups transferred to a live shoothouse for 20 test trials. Results suggest that high fidelity VE pre-training may facilitate both faster skill acquisition and better performance in a transfer environment. Although sample size may have prevented the findings from reaching statistical significance, the effects were consistent and of moderate to high effect sizes, suggesting an effect is present.

Collaborative education in a virtual learning environment

For the last few decades, there was tremendous interest in harnessing 3D virtual environments for education and training. Multi-user game-like environments make use of non-player characters and quest activities in tutoring and training. This approach incorporates successful active learning and incremental progress. This article presents issues encountered while adapting the multi-user online game genre for educational virtual environments. In this endeavour, non-player characters play a central role in organising and delivering educational content. Educational virtual environments call for additional kinds of extension beyond generic user content creation as delivered in some virtual worlds like Second Life. Support for these environments will emphasise the creation of new activities. A set of libraries and techniques named portable non-player character tutors and quests reduces the effort needed to develop and integrate educational non-player characters. These non-player characters are introduced in CVE, a platform for rapidly developing educational virtual environments. The portable non-player character tutors and quests framework enables formatted web-based exercises, quizzes, and educational content to be incorporated into virtual worlds, reducing the effort needed to create new content. The framework presented in this article introduces initial non-player characters that support educational quest activities to the 3D environments users.

The opportunities of virtual reality in the rehabilitation of children with attention deficit hyperactivity disorder: a literature review.

Attention deficit hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in childhood. This disorder, in addition to its main symptoms, creates significant difficulties in education, social performance, and personal relationships. Given the importance of rehabilitation for these patients to combat the above issues, the use of virtual reality (VR) technology is helpful. The aim of this study was to highlight the opportunities for VR in the rehabilitation of children with ADHD. This narrative review was conducted by searching for articles in scientific databases and e-Journals, using keywords including VR, children, and ADHD. Various studies have shown that VR capabilities in the rehabilitation of children with ADHD include providing flexibility in accordance with the patients' requirements; removing distractions and creating an effective and safe environment away from real-life dangers; saving time and money; increasing patients' incentives based on their interests; providing suitable tools to perform different behavioral tests and increase ecological validity; facilitating better understanding of individuals' cognitive deficits and improving them; helping therapists with accurate diagnosis, assessment, and rehabilitation; and improving working memory, executive function, and cognitive processes such as attention in these children. Rehabilitation of children with ADHD is based on behavior and physical patterns and is thus suitable for VR interventions. This technology, by simulating and providing a virtual environment for diagnosis, training, monitoring, assessment and treatment, is effective in providing optimal rehabilitation of children with ADHD.

Collaborative education in a virtual learning environment

For the last few decades, there was tremendous interest in harnessing 3D virtual environments for education and training. Multi-user game-like environments make use of non-player characters and quest activities in tutoring and training. This approach incorporates successful active learning and incremental progress. This article presents issues encountered while adapting the multi-user online game genre for educational virtual environments. In this endeavour, non-player characters play a central role in organising and delivering educational content. Educational virtual environments call for additional kinds of extension beyond generic user content creation as delivered in some virtual worlds like Second Life. Support for these environments will emphasise the creation of new activities. A set of libraries and techniques named portable non-player character tutors and quests reduces the effort needed to develop and integrate educational non-player characters. These non-player characters are introduced in CVE, a platform for rapidly developing educational virtual environments. The portable non-player character tutors and quests framework enables formatted web-based exercises, quizzes, and educational content to be incorporated into virtual worlds, reducing the effort needed to create new content. The framework presented in this article introduces initial non-player characters that support educational quest activities to the 3D environments users.

The Use of Stereoscopy in a Neurosurgery Training Virtual Environment

We have previously investigated the effectiveness of a custom-built virtual environment in assisting training of a ventriculostomy procedure, which is a commonly performed procedure by a neurosurgeon and a core task for trainee surgeons. The training tool (called VCath) was initially developed as a low-fidelity app for a tablet platform to provide easy access and availability to trainees. Subsequently, we have developed a high-fidelity version of VCath that uses a stereoscopic display to immerse the trainee in the virtual environment. This article reports on two studies that have been carried out to compare the low- and high-fidelity versions of VCath, particularly to assess the value of stereoscopy. Study 1 was conducted at the second annual boot camp organized for all year-one trainees in neurosurgery in the UK. Study 2 was performed on lay people, with no surgical experience. Our hypothesis was that using stereoscopy in the training task would be beneficial. Results from Study 1 demonstrated that performance improved for both the control group and the group trained with the tablet version of VCath. The group trained on the high-fidelity version of VCath with a stereoscopic display showed no performance improvement. The indication is that our hypothesis is false. In Study 2, six different conditions were investigated that covered the use of training with VCath on a tablet, a mono display at two different sizes, a stereo display at two different sizes, and a control group who received no training. Results from this study with lay people show that stereoscopy can make a significant improvement to the accuracy of needle placement. The possible reasons for these results and the apparent contradiction between the two studies are discussed.

Treinamento de tênis de mesa em ambiente virtual não melhora desempenho de crianças em espaço real

Introdução: O desenvolvimento motor de crianças está associado a fatores físicos, afetivos e cognitivos e ambientes virtuais como videogames ativos (VGA) podem ser uma alternativa inovadora e motivadora. Objetivo: Investigar o efeito de cinco dias de treinamento de tênis de mesa em ambiente virtual sobre o desempenho de saque de em espaço real. Materiais e Método: Dois grupos (experimental e controle) de crianças com idade de 9.32±0.6 anos participaram. O grupo experimental praticou o saque do tênis de mesa no VGA diariamente por cinco dias. Após a intervenção, ambos grupos foram submetidos a um teste na mesa tradicional, no qual se verificava a quantidade de acertos no saque. Resultados: Não foram encontradas diferenças significativas na quantidade de acertos entre os grupos, assim como uma baixa magnitude do efeito. Conclusões: O treinamento de tênis de mesa em VGA parece não melhorar o desempenho no saque de crianças.

The utilisation of virtual images in patient information giving sessions for prostate cancer patients prior to radiotherapy

The aim of the study was to explore the prostate patients' perceptions of a Virtual Environment for Radiotherapy Training (VERT) as an information giving resource prior to radiotherapy delivery.A survey design was used to determine the level of knowledge of those patients who attended VERT for a pre-treatment talk and identify the benefits and limitations of using VERT as pre-treatment information giving resource. Participants were invited to attend a VERT patient information session four weeks prior to their planning CT scan, and then complete a questionnaire two weeks after start of radiotherapy treatment. A sample of n = 38 patients were recruited over a five month data collection period.Results showed that patient perceptions on the use of VERT as information giving tool prior to radiotherapy treatment were very positive. The sessions enable patients to understand the potential impact of treatment volumes if the internal organ shape and location differed from that originally planned, enabling them to comply with radiotherapy treatment instructions. Additional key findings have demonstrated excellent levels of communication associated with the use of VERT emphasising the need for future patient preparation strategies to consider the use of virtual technology.

A new constraint-based virtual environment for haptic assembly training

This paper presents a virtual training system with the aim to make the assembly training easy and realistic through the usage of haptics and visual fidelity. The paper gives a detailed description on setting basic constraints to solve the shortcomings when physics engine and haptic feedback are both integrated in the training system. The basic constraints not only simplify the assembly operation and shorten the assembly time, but also increase the visual realism when physics engine is integrated in assembly training. Assembly sequence generation based on the disassembly process is also provided. Moreover, except the display and physics engine modules, the whole system is made up of widgets, which can be activated only when its function is needed. The experiment of the Slider Mechanism is presented. 24 participants were distributed into three groups (haptic-based group, mouse-based group and traditional training group). The results show that the haptic-based training system received good evaluations on the ease of operation and assembly cues. No significant differences in training time were found between the haptic group and the traditional training group. But the training of the mouse-based group was significantly slower. Moreover, no significant differences in learning of the task were found among the three groups.

Enhancing conceptual knowledge: an approach to using Virtual Environment for Radiotherapy Training in the classroom

AbstractThis report discusses the approach to teaching undergraduate radiation therapy students in New Zealand using the Virtual Environment for the Radiotherapy Training (VERT) system. In conjunction with VERT being used to teach clinical skills, integration of conceptual knowledge occurs across all 3 years of the programme; this report gives examples of how this is achieved in practice.

Development and evaluation of a virtual training environment for on-line robot programming

The paper reports on the development and evaluation of a virtual reality system to support training in on-line programming of industrial robots. The system was evaluated by running training experiments with three groups of engineering students in the real, virtual and virtual augmented robot conditions. Results suggest that, the group with prior training in the virtual reality system augmented with cognitive/perceptual aids clearly outperformed the group that executed the tasks in the real robot only. The group trained in the non-augmented virtual reality system did not demonstrate the same results. It is concluded that the cognitive/perceptual aids embedded in the augmented virtual reality system had a positive effect on all task performance metrics and on the consistency of results across participants on the real robot. Virtual training environments need not be designed as close as possible to the real ones. Specifically designed augmented cognitive/perceptual aids may foster skill development that can be transferred to the real task. The suggested training environment is simple and cost effective in training of novices in an entry level task.

From education to research: a journey of utilising virtual training

AbstractBackgroundLondon South Bank University (LSBU) has successfully implemented Virtual Environment for Radiotherapy Training (VERT) across the therapeutic radiography training curricula and are now supporting the use of VERT for patient education in clinical departments. A number of publications have reported on the use of VERT in education and training; more recent literature has focused on the use of VERT for patient education.Materials and methodsThe successful introduction of VERT before students’ first clinical placements resulted in the development of a ‘Pre-Clinical week’ where students practice and improve their technical skills, using the hand controls without a patient present, leading to increased confidence in clinical practice. Other examples of VERT curriculum integration at LSBU focused on the use of VERT for anatomy teaching. The more recent innovation at LSBU relevant to VERT integration has been the design, development and implementation of collaborative research projects where the aims of the studies were to explore patients’ perceptions of VERT as an information giving resource before radiotherapy delivery.SummaryThe introduction of VERT as education tool has enabled academic staff to develop a range of teaching methods to embed virtual training into the traditional classroom setting, demonstrating innovation and collaboration.

Development of a virtual learning environment for cardiorespiratory arrest training

To develop a Virtual Learning Environment (VLE) aiming at the training of nursing team workers and emergency vehicle drivers in Basic Life Support (BLS) to attend Cardiorespiratory arrest, and to evaluate the quality of its contents among specialists in the area of Emergency and Urgent care. Applied research of technological development. The methodology used was based on the Instructional Design Model (ADDIE), which structures the teaching-learning planning in different stages (analysis, design, development, implementation and evaluation). The VLE was composed of texts elaborated from bibliographic research, links, edited video from a simulation scenario in the laboratory and questions to evaluate the fixation of the content, organized in modules. After its development, it was evaluated as adequate to satisfy the needs of the target public, by eight expert judges, which was made available for electronic access. The VLE has potential as a tool for training and qualification in BLS, as it can be easily integrated with other pedagogical approaches and strategies with active methodologies. Desenvolver um Ambiente Virtual de Aprendizagem (AVA) visando à capacitação de trabalhadores da equipe de enfermagem e condutores de veículo de emergência em Suporte Básico de Vida (SBV) no atendimento à Parada Cardiorrespiratória, e avaliar a qualidade do seu conteúdo junto a especialistas na área de Urgência e Emergência. Pesquisa aplicada, de produção tecnológica. A metodologia utilizada foi baseada no Modelo de Design Instrucional (ADDIE), que estrutura o planejamento de ensino-aprendizagem em estágios distintos (analysis, design, development, implementation and evaluation). O AVA foi composto por textos elaborados a partir de pesquisa bibliográfica, links, vídeo construído a partir de um cenário de simulação em laboratório e questões para avaliar a fixação do conteúdo, organizados em módulos. Após a sua construção, foi avaliado como adequado para satisfazer às necessidades do público-alvo, por oito juízes especialistas, sendo disponibilizado para acesso eletrônico. O AVA tem potencial como ferramenta para formação e capacitação em SBV porser facilmente integrado a outras abordagens pedagógicas e estratégias com metodologias ativas.

Gamification and Multimedia for Medical Education: A Landscape Review.

Medical education is rapidly evolving. Students enter medical school with a high level of technological literacy and an expectation for instructional variety in the curriculum. In response, many medical schools now incorporate technology-enhanced active learning and multimedia education applications. Education games, medical mobile applications, and virtual patient simulations are together termed gamified training platforms. To review available literature for the benefits of using gamified training platforms for medical education (both preclinical and clinical) and training. Also, to identify platforms suitable for these purposes with links to multimedia content. Peer-reviewed literature, commercially published media, and grey literature were searched to compile an archive of recently published scientific evaluations of gamified training platforms for medical education. Specific educational games, mobile applications, and virtual simulations useful for preclinical and clinical training were identified and categorized. Available evidence was summarized as it related to potential educational advantages of the identified platforms for medical education. Overall, improved learning outcomes have been demonstrated with virtual patient simulations. Games have the potential to promote learning, increase engagement, allow for real-word application, and enhance collaboration. They can also provide opportunities for risk-free clinical decision making, distance training, learning analytics, and swift feedback. A total of 5 electronic games and 4 mobile applications were identified for preclinical training, and 5 electronic games, 10 mobile applications, and 12 virtual patient simulation tools were identified for clinical training. Nine additional gamified, virtual environment training tools not commercially available were also identified. Many published studies suggest possible benefits from using gamified media in medical curriculum. This is a rapidly growing field. More research is required to rigorously evaluate the specific educational benefits of these interventions. This archive of hyperlinked tools can be used as a resource for all levels of medical trainees, providers, and educators.

Surface deformation and reaction force estimation of liver tissue based on a novel nonlinear mass-spring-damper viscoelastic model.

Rheological soft tissue models play an important role in designing control methods for modern teleoperation systems. In the meanwhile, these models are also essential for creating a realistic virtual environment for surgical training. The implementation of model-based control in teleoperation has been a frequently discussed topic in the past decades, offering solutions for the loss of stability caused by time delay, which is one of the major issues in long-distance force control. In this paper, mass-spring-damper soft tissue models are investigated, showing that the widely used linear models do not represent realistic behavior under surgical manipulations. A novel, nonlinear model is proposed, where mechanical parameters are estimated using curve fitting methods. Theoretical reaction force curves are estimated using the proposed model, and the results are verified using measurement results from uniaxial indentation. The model is extended with force estimation by nonuniform surface deformation, where the surface deformation function is approximated according to visual data. Results show that using the proposed nonlinear model, a good estimation of reaction force can be achieved within the range of 0-4mm, provided that the tissue deformation shape function is appropriately approximated.

Use of a virtual learning environment for training in maxillofacial emergencies: impact on the knowledge and attitudes of staff in accident and emergency departments

Many graduates will take up junior roles in accident and emergency (A&E) departments to which a large proportion of patients present with facial injuries caused by interpersonal violence. However, it is widely recognised that undergraduates and postgraduates have few opportunities for training in oral and maxillofacial surgery. We aimed to assess the impact of a specifically designed maxillofacial emergencies virtual learning environment (VLE) on the knowledge and confidence of junior doctors in two A&E departments. They were given free access to the VLE for one month, and were asked to complete multiple choice questions and to rate their confidence to deal with 10 common situations on visual analogue scales (VAS) at baseline and one month after training. A total of 29 doctors agreed to pilot the website, 21 (72%) completed both sets of questions, and 18 (62%) completed both VAS assessments. The mean (SD) multiple choice score improved from 10 (2.52) to 13 (3.56) out of a maximum of 20 (p=0.004) and the mean (SD) VAS improved from 29.2 (19.2) mm to 45.7 (16.6) mm out of a maximum of 100mm (p=0.007). This was a small pilot study with limited numbers, but it showed improvements in the knowledge of maxillofacial emergencies and in confidence, although the latter remained low. Further work is needed to examine how these brief educational interventions affect the attitudes of frontline staff to maxillofacial emergencies.

운전자와 현장조업자의 협동훈련을 위한 플랜트 훈련시스템 플랫폼 연구

Operator Training Simulators (OTSs) provide macroscopic training environment for plant operation. They are equipped with simulation systems for the emulation of remote monitoring and controlling operations. OTSs typically provide 2D block diagram-based graphic user interface (GUI) and connect to process simulation tools. However, process modeling for OTSs is a difficult task. Furthermore, conventional OTSs do not provide real plant field information since they are based on 2D human machine interface (HMI). In order to overcome the limitation of OTSs, we propose a new type of plant training system. This system has the capability required for collaborative training between operators and field workers. In addition, the system provides 3D virtual training environment such that field workers feel like they are in real plant site. For this, we designed system architecture and developed essential functions for the system. For the verification of the proposed system design, we implemented a prototype training system and performed experiments of collaborative training between one operator and two field workers with the prototype system.

Diabetes Learning in Virtual Environments: Testing the Efficacy of Self-Management Training and Support in Virtual Environments (Randomized Controlled Trial Protocol).

Ongoing self-management improves outcomes for those with Type 2 diabetes (T2D); however, there are many barriers to patients receiving assistance in this from the healthcare system and peers. Findings from our pilot study showed that a virtual diabetes community on the Internet with real-time interaction among peers with T2D-and with healthcare professionals-is feasible and has the potential to influence clinical and psychosocial outcomes. The purpose of this article is to present the protocol for the Diabetes Learning in Virtual Environments (LIVE) trial. Diabetes LIVE is a two-group, randomized controlled trial to compare effects of a virtual environment and traditional Web site on diet and physical activity. Our secondary aims will determine the effects on metabolic outcomes; effects of level of engagement and social network formation in LIVE on behavioral outcomes; potential mediating effects of changes in self-efficacy; and diabetes knowledge, diabetes-related distress, and social support on behavior change and metabolic outcomes. We will enroll 300 subjects at two sites (Duke University/Raleigh-Durham, NC and New York University/New York, NY) who have T2D and do not have serious complications or comorbidities. Those randomly assigned to the intervention group have access to the LIVE site where they can find information, synchronous classes with diabetes educators, and peer support to enhance self-management. Those in the control group have access to the same informational and educational content in a traditional asynchronous Web format. Measures of self-management, clinical outcomes, and psychosocial outcomes are assessed at baseline and 3, 6, 12, and 18 months. Should LIVE prove effective in improved self-management of diabetes, similar interventions could be applied to other prevalent chronic diseases. Innovative programs such as LIVE have potential for improving healthcare access in an easily disseminated alternative model of care that potentially improves the reach of self-management training and support.

L’analyse des travails pour la conception en formation. Contribution de l’ergonomie à l’orientation de la conception amont d’un environnement virtuel pour la formation

The aim of this article is to present and discuss a works analysis approach. This approach was developed within the context of a design project aiming to build a virtual environment for training (VET) workers involved in the assembly of aircraft parts. The frameworks of ergonomics and professional didactics served as a background for this study which took place in three stages: 1) an analysis of both demand and project, 2) work analysis (trainers, trainees and production unit workers, and 3) a co-analysis device to co-analyse work knowledge and its transmission by trainers. During the study, the focal point of work analysis, the people concerned and the results produced by ergonomists all evolved and became more complex. Using reflection on our own ergonomic practice, we discuss the benefits of works analysis as a means of identifying the wide range of training situations and of taking part in design projects.

Application of virtual simulation technology to laboratory medicine

Medical virtual simulation teaching environment is an advanced and complex combination of virtual simulation technology and medical technology training. As an advanced information technology, it has been attracting the attention of medical education researchers. Based on the characteristics of medical laboratory technology education, the virtual simulation experimental teaching center was established and a framework of the virtual simulation training environment was designed in the Department of Laboratory Medicine, Southern Medical University. Virtual simulation softwares and tool softwares were put into use widely in our experimental teaching.As it turns out, this simulated training environment has many merits such as risk–free safety, great efficiency, genuine learning experience and wide application potential, which partly overcomes the restriction of the teaching process brought by the condition of the practical operation and improves the teaching effect significantly. (Chin J Lab Med, 2015, 38: 716–718) Key words: Medical laboratory science; Teaching methods; Computer–assisted instruction; Laboratories, hospital