Use Of Virtual Simulation Research Articles

Embedding Virtual Simulation Into a Course to Teach Parent–Teacher Collaboration Skills

Teacher preparation programs have acknowledged the need to address the topic of collaboration in coursework; however, few educator preparation programs require collaboration courses or address the interpersonal aspects involved in teaching in other required courses. Working with families is essential in the field of special education, and pre-service teachers must be given opportunities to develop their collaborative practices in teacher preparation programs. The use of virtual simulation is emerging in the field of teacher education and is a tool faculty can use to provide pre-service teachers a safe environment to practice parent–teacher conferencing skills within courses.

Virtual Simulation in Undergraduate Nursing Education: Effects on Students' Correct Recognition of and Causative Beliefs About Mental Disorders.

Virtual simulation as an emerging nursing pedagogy can facilitate optimal learning through the use of experiential learning and technology. The purpose of this prospective cohort study was to assess the long-term effects of virtual simulation on undergraduate nursing students' recognition of and causative beliefs about depression and schizophrenia. Students' responses from the simulation cohort (n = 149) and the nonsimulation cohort (n = 150) at a school of nursing in the United States were compared. While students' responses were fairly similar between the two cohorts, students who received virtual simulations more often rated character weakness as an unlikely cause for schizophrenia than those who did not receive virtual simulations. The major difference supports the use of virtual simulation in influencing positive changes in nursing students' perceptions and attitudes toward mental illness.

Research and design of VR-based mechanical simulation interaction and network experiment platform

This article takes mechanical basic experimental courses as the research object, and makes full use of virtual simulation, computer graphics, Internet and other technologies to innovate experimental teaching content and methods. First, construct a mechanical basic experiment teaching system based on four levels: guided cognition, basic experiment, comprehensive design experiment and research and innovation experiment. Then, combined with the existing virtual simulation related hardware equipment of the college, a software and hardware virtual experiment platform integrating virtual 3D display and interaction is built. Finally, with the help of Unreal Engine 4 (UE4) and network technology, a Web-based 3D virtual experiment platform is designed. Through the research of this article, a basic mechanical experiment system can be constructed, the experimental teaching training program can be improved, and the engineering practice education level can be further improved. The virtual reality (VR) experiment platform proposed in this paper can improve existing teaching methods, expand experiment content, solve problems such as insufficient educational resources, and improve students’ interest and initiative in learning. The research of the network virtual p latform enables students to break through the limitations of time and space, and realize different levels of mechanical experimental courses, such as online learning and hands-on operation of guided cognition, basic experiments, comprehensive design experiments, etc.

Virtual simulator of a boiler room

The use of virtual simulators, computer models of equipment and production processes, is already a necessity in the modern world. Teachers of KubSTU have developed and tested a virtual simulator of a hot-water boiler for theoretical training and development of skills in the work of both future and current thermal power engineers. This simulator is not only an effective learning tool but also the basis for creating a remote control system for a complex production facility, which is a boiler room.

Virtual Simulators: A Tool for Current Dental Education. Integrative Review

Background: In the wake of the COVID-19 pandemic, the use of virtual reality in education has increased. However, it is necessary to better understand its possibilities, precision, and user perception for the development of dental teaching. Purpose: To analyze current literature about virtual reality simulation and its implementation in dental education. Methods: Articles listed in different databases (PubMed, Cochrane, Javeriana University library catalog, and SciELO) describing studies on the use of virtual simulators in dentistry teaching were identified and reviewed. Articles published between 2010 and 2020 were reviewed. Results: From a total of 1030 titles identified, 13 articles were selected to conduct the integrative review. Most of the articles were evaluations of specific cohorts who received training, mainly related to preclinical activities. Some studies were controlled clinical trials and other qualitative evaluations. Only one study had a two-year longitudinal design. In all cases, the results and perception of virtual reality simulation were positive. Conclusions: The virtual reality simulation methodology shows promising results for dental teaching.

Pandemic inspires innovative use of virtual simulation to teach practical skills.

Pandemic inspires innovative use of virtual simulation to teach practical skills.

Effects of Non-Driving Related Tasks During Self-Driving Mode

Perception reaction time and mental workload have proven to be crucial in manual driving. Moreover, in highly automated cars, where most of the research is focusing on Level 4 Autonomous driving, take-over performance is also a key factor when taking road safety into account. This study aims to investigate how the immersion in non-driving related tasks affects the take-over performance of drivers in given scenarios. The paper also highlights the use of virtual simulators to gather efficient data that can be crucial in easing the transition between manual and autonomous driving scenarios. The use of Computer Aided Simulations is of absolute importance in this day and age since the automotive industry is rapidly moving towards Autonomous technology. An experiment comprising of 40 subjects was performed to examine the reaction times of driver and the influence of other variables in the success of take-over performance in highly automated driving under different circumstances within a highway virtual environment. The results reflect the relationship between reaction times under different scenarios that the drivers might face under the circumstances stated above as well as the importance of variables such as velocity in the success on regaining car control after automated driving. The implications of the results acquired are important for understanding the criteria needed for designing Human Machine Interfaces specifically aimed towards automated driving conditions. Understanding the need to keep drivers in the loop during automation, whilst allowing drivers to safely engage in other non-driving related tasks is an important research area which can be aided by the proposed study.

The Effects of Virtual Simulation on Undergraduate Nursing Students’ Mental Health Literacy: A Prospective Cohort Study

This prospective cohort study aimed to evaluate the long-term effects of virtual simulation on nursing education by measuring undergraduate nursing students’ mental health literacy. Students’ beliefs about the helpfulness of specific interventions for managing depression and schizophrenia were compared between the simulation cohort (n = 149) and the non-simulation cohort (n = 150) from a school of nursing in the U.S. Students in the simulation cohort showed significant increase in knowledge and acceptance of available treatment options for managing depression and schizophrenia over a one-year period. The finding supports the use of virtual simulation in undergraduate mental health nursing education with active faculty engagement.

Diseño de una propuesta didáctica para el uso de simuladores virtuales en la rama sanitaria de Formación Profesional

En este artículo se presenta el diseño, desarrollo y validación de una propuesta didáctica basada en el uso de simuladores virtuales, con la que se pretende conseguir una mejora en la preparación práctica del alumnado, llevada a cabo en un ciclo de Formación Profesional (FP) del ámbito sanitario. Las posibilidades de trabajar experiencias prácticas son escasas durante la formación del alumnado en los centros de Formación Profesional, debido a la carencia de espacios y oportunidades, algo fundamental para la preparación del periodo final de prácticas en los centros sanitarios. Para ello se utiliza un simulador virtual en el módulo de Tomografía Computarizada, permitiendo poner en práctica los conocimientos teóricos que van adquiriendo los alumnos durante su formación. Los resultados obtenidos permiten apreciar las ventajas de la simulación como medio de aprendizaje en la enseñanza relacionada con el ámbito clínico. This article presents the design, development and validation of a didactic proposal based on the use of virtual simulators, with the intention of achieving an improvement in the practical preparation of students, carried out in a cycle of Vocational Training in the health field. The possibilities of working with practical experiences are scarce during the training of students in vocational training centers, due to the lack of spaces and opportunities, which is fundamental for the preparation of the final period of internships in health centers. For this reason, a virtual simulator is used in the Computerized Tomography module, allowing to put into practice the theoretical knowledge that students acquire during their training. The results obtained allow us to appreciate the advantages of simulation as a learning tool in teaching related to the clinical field.

Beyond the classroom: insights into the use of virtual simulation in veterinary education

Veterinary RecordVolume 186, Issue 17 p. 559-561 Research Beyond the classroom: insights into the use of virtual simulation in veterinary education Robin Farrell, Corresponding Author Robin Farrell robin.farrell@ucd.ie School of...

The use of virtual simulations in teacher education to develop pre-service teachers’ behaviour and classroom management skills: implications for reflective practice

ABSTRACT Dealing with the often-overwhelming nature of the school placement experience, and the associated demands of classroom management, can be a significant challenge for many pre-service teachers. These challenges point to the need for pre-service teachers to experience aspects of challenging pupil behaviour in less pressurised environments, and where they can have the opportunities to make mistakes without fear of negative repercussions on their academic progression. The use of virtual simulations is increasingly seen as an opportunity to provide pre-service teachers with unique opportunities to experience examples of classroom life in a controlled and structured manner. With these benefits in mind, this paper explores the growing use of virtual simulations in pre-service teacher education and, in particular, their use in developing pre-service teachers’ behaviour and classroom management skills. It highlights issues that teacher educators need to be cognisant of in using them with student teachers, particularly the extent to which they cement existing stereotypes about pupil behaviour and the extent to which they subsequently limit rather than enhance opportunities for critical reflection.

The use of virtual simulations in teacher education to develop pre-service teachers’ behaviour and classroom management skills: implications for reflective practice

ABSTRACTDealing with the often-overwhelming nature of the school placement experience and the associated demands of classroom management can be a significant challenge for many pre-service teachers. These challenges point to the need for pre-service teachers to experience aspects of challenging pupil behaviour in less pressurised environments and where they can have the opportunities to make mistakes without fear of negative repercussions on their academic progression. The use of virtual simulations is increasingly seen as an opportunity to provide pre-service teachers with unique opportunities to experience examples of classroom life in a controlled and structured environment. With these benefits in mind, this paper explores the growing use of virtual simulations in pre-service teacher education and in particular their use in developing pre-service teachers’ behaviour and classroom management skills. It highlights issues that teacher educators need to be cognisant of in using them with student teachers, particularly the extent to which they cement existing stereotypes about pupil behaviour and the extent to which they subsequently limit rather than enhance opportunities for critical reflection.

A Framework for Realizing Industrial Human-Robot Collaboration through Virtual Simulation

Human-Robot Collaboration (HRC) could improve manual labor manufacturing processes by relieving workers of inappropriate operations, such as heavy, repetitive, or manual quality inspections. The literature shows that the greatest challenge for large scale implementation of Human-Robot Collaboration is safety, intuitive interfaces and design methods. We present a comprehensive framework that incorporates the use of virtual simulation for the implementation of Human-Robot Collaboration. The proposed framework defines a development process with five major steps, ending up with a virtual simulation model that can provide a foundation for the physical implementation. The framework has been developed using an automotive industrial case.

Cooperative Traffic Signal Control with Traffic Flow Prediction in Multi-Intersection.

As traffic congestion in cities becomes serious, intelligent traffic signal control has been actively studied. Deep Q-Network (DQN), a representative deep reinforcement learning algorithm, is applied to various domains from fully-observable game environment to traffic signal control. Due to the effective performance of DQN, deep reinforcement learning has improved speeds and various DQN extensions have been introduced. However, most traffic signal control researches were performed at a single intersection, and because of the use of virtual simulators, there are limitations that do not take into account variables that affect actual traffic conditions. In this paper, we propose a cooperative traffic signal control with traffic flow prediction (TFP-CTSC) for a multi-intersection. A traffic flow prediction model predicts future traffic state and considers the variables that affect actual traffic conditions. In addition, for cooperative traffic signal control in multi-intersection, each intersection is modeled as an agent, and each agent is trained to take best action by receiving traffic states from the road environment. To deal with multi-intersection efficiently, agents share their traffic information with other adjacent intersections. In the experiment, TFP-CTSC is compared with existing traffic signal control algorithms in a 4 × 4 intersection environment. We verify our traffic flow prediction and cooperative method.

Возможности использования симуляторов в медицинском образовании

Application of simulation techniques in modern educational process associated with the use of virtual simulators in medical education is topical issue in article examined. Literary review of using simulations in medical education was purpose of this article. Material and methods. Keywords used in search simulation technologies, simulators, medical education (in Russian and English), using Google Scholar search system, search range from 2009 to 2019. More than 19 000 articles is founded, using sorting by date and exact matches, and we narrowed down the search result to 98 articles that we analyzed, selected 32 of them, taking into account the purpose of the article. Results. It has identified the main advantages of using simulators, which allow the medical student to present the object of study and perform practical actions with it. Simulators independently set the initial parameters of the conducted research and register the corresponding changes in the experimental results, analyze, identify patterns and draw conclusions, if necessary, repeatedly repeating attempts. It also shows the difficulties associated with significant initial costs for teacher’s training, and the lack of current educational modeling programs. Conclusion. The use of computer simulation technology in the educational process increases the objectivity and quality of the verification and assessment of knowledge, skills and possessions of practical skills of students, and in clinical practice can improve the skill level of practitioners.

가상 시뮬레이션을 활용한 간호 시뮬레이션 교육의 효과 : 급성 심장질환자 간호 적용

Purpose: The purpose of this study was to explore the use of virtual simulations to improve knowledge, performance, self-efficacy, satisfaction and confidence of nursing students. Method: This study used a quasi-experimental design with 34 nursing students in one university. All the participants were forth grade students and received education on topics related to medical-surgical nursing. The experimental group participated in virtual and high-fidelity simulations. The control group participated in high-fidelity simulation. Collected data were analyzed using Chi-square, t-test and independent t-test using the WIN SPSS 23.0 program. Results: The experimental group who had participated in the virtual simulation education indicated significantly higher performance scores (t=-6.166, p=<.000) and confidence levels (t=-2.284, p=.031) as compared to the control group who had participated in traditional high-fidelity education for acute heart disease patients, However, the differences in knowledge (t=-.808, p=.425), education satisfaction (t=-.425, p=.653), and self-efficacy (t=-1.592, p=.121) were not significant differences. Conclusion: The results indicate that virtual simulation education is an effective learning method to improve nursing performance and confidence. Further study is needed to identify the effects of various clinical situations of virtual simulation-based care.

Student preferences and perceptions of learning from vSIM for Nursing™.

This study explored BSN students' perceptions of learning with vSim for Nursing™. Using a mixed methods design with 99 students, key points of learning were medication administration and respiratory interventions. Qualitative data demonstrated learning of assessment, prioritization, and emergency management. The top student preferences of how to use virtual simulation were as a clinical makeup or to enhance lecture. The findings support the use of virtual simulation and provide data to guide nurse educators to more strategically integrate virtual simulation exercises.

The Use of Simulation Technologies in the Formation of the Basic Skills of Videoendoscopic Surgery in Clinical Residents Enrolled in Training Programs for Surgical Specialists

Wide introduction of videoendosurgical technologies in all surgical specialties has become a challenge for teachers of medical universities. According to many authors, the use of virtual simulators proved to be unjustified, which compelled us to conduct a study to determine the place of virtual endosurgical simulators in the training program of a specialist of surgical profile. The experiment involved 36 clinical residents who took the training simulation course (108 hours) in the training virtual clinic (simulation training center) of VSMU N. N. Burdenko during 2016-2017. Students were divided into two groups. In the first group, classes were held on the Gross-SMITH simulators, equipped with simulators of laparoscopes ending with cameras with options axis angle 0 and 30 degrees. In the second group, classes were held on a virtual simulator with tactile backlink LapVR. At the end of the course, each resident was asked to do control exercise – to stitch pig's stomach, which had a wound with two markings indicating where to lead the needle. Videoendosurgical simulator Gross-SMITH was used to perform a control exercise. The results of the study confirmed the effectiveness of the use of virtual endosurgical simulators with tactile backlink in the formation of the basic skills of videoendoscopic surgery. The formation of the skill of tying an intracorporal knot proved to be more effective in training with the use of videoendosurgical simulators Gross-SMITH and real surgical instruments.

Theoretical aspects of virtual simulators to train crews of fishing fleet

The use of virtual simulators is an important trend in the modern education, including the continuous training of specialists to meet the rapidly changing requirements for their qualification. Modern virtual simulators are multifunctional, i.e. they can be used to develop and enhance the skills as well as to control professional skills and abilities of specialists of diverse profiles under various working conditions. This study is based on the generalization of a large experience in the sphere of applying ready-made multifunctional virtual simulators (MFVS) and developing new ones for the training and retraining of the crews of the Azov-Black Sea fishing vessels. The results of the experimental studies of the MFVS "Fishing Simulator for Trawling and Purse Seining" show that at least 10 sessions are required to develop sustainable purse seining fishing skills. Almost all trainees (95%) successfully cope with the task within the time permitted by the standard requirements (three minutes) after 15 sessions.

Virtual simulation to personalize student learning in a required pharmacy course

Background and purposeVirtual simulation is used to provide a realistic and safe environment for student pharmacists to learn and practice a variety of skills in the didactic and experiential settings. Education activity and settingThe simulation program, MyDispense, that is used to teach medication dispensing in the outpatient setting was incorporated into a 2-credit hour required first-year pharmacy practice skills course. A total of 30 optional and 16 required exercises were completed by students. FindingsThere was a total of 2,457 attempts (mean = 28.9 attempts per student) at optional practice exercises and students completed an average of 16.6 ± 7.9 (range 1–30). While variation in the number of optional practice exercises completed was observed between students with varying levels of pharmacy experience, the difference was not statistically significant. A component of the final exam utilized the virtual simulation program and all students passed this portion of the exam based on a minimum requirement of 70.0% (mean 92.9%, range 74.5–100%). DiscussionStudents generally identified that the use of virtual simulation was an effective tool to learn medication dispensing skills in a classroom setting. Furthermore, this created an opportunity for pharmacy practice residents to develop teaching skills. The biggest barrier to implementation was the amount of time required to create and test each exercise. SummaryThe virtual simulation program allowed students to self-identify the amount of practice they thought was necessary in order to gain specific skills related to medication dispensing.