Virtual Training Environment Research Articles

Towards user-adapted training paradigms: Physiological responses to physical threat during cognitive task performance

Feedback of physiological responses have a great potential to support virtual training paradigms aimed to increase cognitive task performance under stressful threatening conditions. In the current study, we examined the sensitivity of a range of physiological indicators derived from electrodermal activity (EDA), blood pressure (BP) and heart rate (HR) to measure stress as induced by the threat of an electric shock (ES). In contrast to previous work that studied physiological stress responses compared to a rest condition, we compared conditions with high cognitive load combined with stress caused by threat of an ES, to conditions with high cognitive load without such stress. Twenty-five participants performed a cognitively demanding task in an experimental setup. At certain 10 s time intervals, indicated by a continuous tone, participants were either asked to do their best and increase cognitive task performance (non-threat condition), or they were told that they could receive an ES during this interval if cognitive task performance was not high enough (threat condition). Physiological measures, task performance and self-reported measures of stress and workload were analysed. Task performance and self-reported measures of stress and workload were roughly the same in both conditions. Especially EDA measures were affected by the threat of an ES. Threat and non-threat conditions could be distinguished with an across-participant classifier using EDA and BP features with an accuracy of 70%. These results suggest that EDA and BP can be used to evaluate stress coping training paradigms or to individually adapt the stress levels in virtual training environments. © 2020, Springer Science+Business Media, LLC, part of Springer Nature.

Evaluation of an immersive virtual learning environment for operator training in mechanical and plant engineering using video analysis

AbstractA structural evaluation is imperative for developing an effective virtual learning environment. Understanding the extent to which content that has been learned virtually can be applied practically holds particular importance. A group of persons from the technical field of mechanical and plant engineering (N = 13) participated in a virtual operator training for a case application of additive manufacturing. To evaluate the virtual learning environment the participants answered quantitative questionnaires and were asked to apply what they had learned virtually to the real machine. Both the virtual training and testing phase on the real machine were recorded by video (800 minutes in total). The category system resulting from a structured qualitative video analysis with a total of 568 codes contains design‐, instruction‐ and interaction‐related optimisation potentials for further development of the virtual learning sequence. Mistakes, difficulties and other anomalies during the application on the real machine provide further revision options. The study uses video data for the first time to derive optimisation potentials and to investigate the learning transfer of virtually learned action knowledge to the real‐world activity. Practitioner NotesWhat is already known about the topic? A combination of quantitative and qualitative data for formative evaluation is feasible to improve the quality of virtual learning environments and maintain critical constructive feedback. Relevant aspects for evaluating virtual learning environments include usability, technology acceptance, motivation and learning efficiency. Different methods for measuring the learning efficiency of VR training exist, eg, subjective measures or pretests/posttests. What this paper adds: An immersive virtual environment with its specific methodical‐didactic concept is introduced. Video data are used for the first time to derive optimisation potentials in a formative evaluation. The procedure of extracting and analysing the data in a structured video analysis is introduced in the paper. Learning transfer of the virtually learned content to the real‐world context of action is assessed and applied in the field of mechanical and plant engineering on a complex real machine for the first time. Implications for practice and/or policy: The described methodical procedure using video analysis enables deriving design‐, instruction‐ and interaction‐related optimisation potentials. The results show that spatial information was transferred to the real machine without any issues, whereby the main difficulties appeared during steps that require haptic feedback. The use of IVR should be critically assessed due to the effort required in creation.

Evaluation of a VERT-based module for proton radiotherapy education and training

AbstractIntroduction:In many countries, there is a skills gap in proton therapy with many staff unprepared to work with the new technology. The new Virtual Environment for Radiotherapy Training (VERT) proton module provides learners with a simulated proton machine 3D environment. This project aimed to evaluate the role of VERT in training the radiotherapy workforce for the future use of protons.Methods:A practical teaching session using VERT was deployed after a traditional teaching session had provided basic knowledge. A questionnaire deployed before and after VERT enabled comparison of knowledge while a combination of Likert and open questions gathered participant feedback concerning the initiative.Results:A total of 38 students provided evaluation of the session. Overall, there were high levels of satisfaction and enjoyment with 35 participants reporting enjoyment and 36 indicating that the event be repeated.Discussion:Participants felt that they had learned from the experience, although quantitative data lacked statistical significance to demonstrate this. All participants agreed that VERT had provided improved understanding of proton dose deposition arising from visualisation of beams and dose deposition. Most participants agreed that the simulation was realistic and that it had improved their understanding. Feedback in relation to future sessions concerned smaller group sizes, more patient cases, more time and additional clinical datasets.Conclusion:A proton simulation module has been shown to be an enjoyable teaching tool that improves students’ confidence in their knowledge of the underpinning theory and clinical usage of the modality. Learners felt better prepared to encounter protons in clinical practice. Future work will build on these findings using smaller group work and a more robust assessment tool to identify long-term impact of the training.

Spatialized Audio in a Custom-Built OpenGL-Based Ear Training Virtual Environment.

Interval recognition is an important part of ear training-the key aspect of music education. Once trained, the musician can identify pitches, melodies, chords, and rhythms by listening to music segments. In a conventional setting, the tutor would teach a trainee the intervals using a musical instrument, typically a piano. However, this is expensive, time consuming, and nonengaging for either party. With the emergence of new technologies, including virtual reality (VR) and areas such as edutainment, this and similar trainings can be transformed into more engaging, more accessible, customizable (virtual) environments, with the addition of new cues and bespoke progression settings. In this work, we designed and implemented a VR ear training system for interval recognition. The usability, user experience, and the effect of multimodal integration through the addition of a perceptual cue, spatial audio, was investigated in two experiments with 46 participants. The results show that the system is highly acceptable and provides a very good experience for users. Furthermore, we show that the added spatial auditory cues provided in the VR application give users significantly more information for judging the musical intervals, something that is not possible in a non-VR environment.

Dental Decision Simulation (DDSim): Development of a virtual training environment.

Case-based simulations are powerful training tools that can enhance learning and drive behavior change. This is an overview of the design/development of Dental Decision Simulation (DDSim), a web-based simulation of an electronic dental record (EDR). The purpose was to use DDSim to train dentists to make evidence-based treatment planning decisions consistent with current evidence. This simulated EDR provides case-based information in support of a set of defined evidence-based learning objectives. The development of this complex simulation model required coordinated efforts to create several components: identify behavior changes, case authoring mechanism, create virtual patient visits, require users to make treatment plan decisions related to learning objectives, and a feedback mechanism to help users recognize departures from those learning objectives. This simulation was evaluated in a 2-arm, clinic-randomized, controlled pilot study examining the extent to which DDSim changed dentists' planned treatment to conform to evidence-based treatment guidelines relative to change in dentists not exposed to DDSim. Outcomes were measured by comparing preintervention and postintervention patient EDR treatment data. Changes in behavior over time did not favor intervention or control clinics. DDSim provides a standardized learning platform that cannot be achieved through the use of live patients. Both live patients and case-based simulations can be used to transfer knowledge and skill development. DDSim offers the advantage of providing a platform for developing treatment planning skills in a low-risk environment. However, further research examining behavior change is needed.

The inverted classroom in education: A resilient methodological tool for social change

The implementation of innovative experiences within the educational context is part of a transformation process where new information and communication technologies (hereafter, ICT) promote the use of methodological tools that contribute to conventional classroom systems, through the creation of virtual training environments that establish the development of audiovisual language and facilitate communication. The objective of the following article is to reflect on the implementation of the inverted classroom as a learning tool for social change that breaks the traditional paradigms of education and represents an option for redesign the curriculum model. It is also part of the Education Research project and Literacy in Communication and Audiovisual and Interactive Arts applied in intercultural contexts for the conservation and diffusion of cultures and ancestral knowledge in conflict or isolation. The study presents a qualitative-quantitative and documentary methodology, and a case of study uses a bibliographic investigation that contrasts the information with the data obtained from the application of data collection instruments such as surveys, and observation; that will allow establishing the appropriate parameters, and discussing the results that show the importance of the use of the inverted classroom in the teaching-learning processes to strengthen resilient, autonomous and meaningful learning, recognizing students as the main protagonists of new knowledge.

Use of a Low-Cost Portable 3D Virtual Reality Gesture-Mediated Simulator for Training and Learning Basic Psychomotor Skills in Minimally Invasive Surgery: Development and Content Validity Study.

BackgroundSimulation in virtual environments has become a new paradigm for surgeon training in minimally invasive surgery (MIS). However, this technology is expensive and difficult to access.ObjectiveThis study aims first to describe the development of a new gesture-based simulator for learning skills in MIS and, second, to establish its fidelity to the criterion and sources of content-related validity evidence.MethodsFor the development of the gesture-mediated simulator for MIS using virtual reality (SIMISGEST-VR), a design-based research (DBR) paradigm was adopted. For the second objective, 30 participants completed a questionnaire, with responses scored on a 5-point Likert scale. A literature review on the validity of the MIS training-VR (MIST-VR) was conducted. The study of fidelity to the criterion was rated using a 10-item questionnaire, while the sources of content-related validity evidence were assessed using 10 questions about the simulator training capacity and 6 questions about MIS tasks, and an iterative process of instrument pilot testing was performed.ResultsA good enough prototype of a gesture-based simulator was developed with metrics and feedback for learning psychomotor skills in MIS. As per the survey conducted to assess the fidelity to the criterion, all 30 participants felt that most aspects of the simulator were adequately realistic and that it could be used as a tool for teaching basic psychomotor skills in laparoscopic surgery (Likert score: 4.07-4.73). The sources of content-related validity evidence showed that this study’s simulator is a reliable training tool and that the exercises enable learning of the basic psychomotor skills required in MIS (Likert score: 4.28-4.67).ConclusionsThe development of gesture-based 3D virtual environments for training and learning basic psychomotor skills in MIS opens up a new approach to low-cost, portable simulation that allows ubiquitous learning and preoperative warm-up. Fidelity to the criterion was duly evaluated, which allowed a good enough prototype to be achieved. Content-related validity evidence for SIMISGEST-VR was also obtained.

The Use of the Virtual Environment for Radiotherapy Training (VERT) Improves Understanding and Reduces Anxiety in Patients Undergoing Breast Radiotherapy: a Single-centre Experience

Purpose: Sufficient patient understanding of the radiotherapy process can improve patient compliance with several steps of the treatment pathway from the planning computed tomography (CT) scan to set-up and delivery of the radiotherapy itself. Within our Trust, we have piloted the use of the Virtual Environment for Radiotherapy Training (VERT) in patients due to undergo breast radiotherapy. This study investigated the impact of this intervention on patient understanding and anxiety levels relating to the radiotherapy.

Inside and Outside the Translation Classroom

The article provides a glance at the continuing transformation in the profession of translators and its implications on translator training. The profile of the translatorhas never been unified but nowadays, following the pandemic situation in the year 2020, the profession undergoes a significant shift as a result of the economic situation and the effects of the pandemic restrictions on the condition of the labour market. The widespread use of technology and new requirements involving distance learning call for rethinking the aims of translator training.
 The primary purpose of the article is to signal the need for adapting translator training to foster better metacognitive skills that help translation students adapt to the evolving market. The article makes an attempt to look at the potential of distance translator training for introducing more professionalization into translator education. Moving outside the regular translation classroom to virtual training environments can in fact entail the learner transformation not only as regards technology immersion but also their autonomy.

Ushering in the next generation of autonomous surgical robots? current trends and future possibilities with data driven physics simulation and domain randomization

As artificial intelligence (AI) plays an ever-increasing role in medicine, various designs that implement machine learning (ML) are being introduced in an effort to develop surgical robots that perform a variety of surgical techniques without human interference. However, current attempts in creating autonomous surgical robots (ASRs) are hindered by the amount of time needed to train a robot on a physical sett, the incredible amount of physical and/or synthetic (artificial) data needed to be collected and labeled, as well as the unaccountable and unpredictable characteristics of reality. Progress outside of the medical field is being made to address the general limitations in autonomous robotics. Herein, we present a review of the basics of machine learning before going through the current attempts in creating ASRs and the limitations of current technologies. Finally, we present suggested solutions for these limitations, mainly data driven physics simulations and domain randomization, in an attempt to create a virtual training environment as faithful to and as random as the real world that could be transferred to a physical setting. The solutions suggested here are based on techniques incorporated and strides being made outside of the medical field that could usher in the next generation of autonomous surgical robotics designs. Keywords: Autonomous surgical robots; robotic surgery; artificial intelligence; machine learning; physics simulation; domain randomization

X-Ray and Neutron Radiography System Optimization by Means of a Multiobjective Approach and a Simplified Ray-Tracing Method

A manual approach to radiography process optimization is a time-consuming and labor-intensive process. Therefore, a virtual environment in which all of the processes of optimization for a desired radiography experiment or setup are conducted is highly desirable. Such an environment should be able to provide the capability to arrive at radiographic scanning parameters that are optimized to within preset criteria for design purposes. In this paper, a simplified approach toward achieving this is described, and calculated radiography results are benchmarked against experiments. A ray-tracing technique combined with the exponential law of attenuation was used to provide the primary function of such a virtual environment, which is the modeling of the radiography system. Radiography quality parameters such as contrast, penetration, unsharpness, and resolution were calculated using predefined definitions and fed directly into a particle swarm optimization routine that searched for the best radiography design parameters in an iterative feedback loop between the simulator and the optimizer modules. The aim of this paper is to show that a rather simple radiography simulation approach can already provide sufficient data for system design optimization purposes without the need to develop or utilize a comprehensive, competitive radiography simulator. The simplified approach provides a direct “uncomplicated” virtual environment for basic radiography training and basic experimental planning.

Virtual Reality Technology for Maintenance Training

This paper is part of a bigger research project that aims at establishing an integrated VR environment for preparing, evaluating, and executing maintenance training in virtual environments. In order to apply the virtual reality technology to maintenance task training, this paper presents a Virtual Reality for Training in Maintenance Task (VR-TMT) platform using the simulation of the process of a gearbox disassembly and assembly as an example. The system setup and configuration are presented in detail, as well as the analysis of the experience, perception level and side effects of using VR devices. The results show that the user experience and perception levels on provided by the VR-TMT platform are on a good level. In addition to that, the VR-TMT system is easy to use, understand and flexible for transport. Users can therefore profit from the VR-TMT platform to train anywhere and anytime according to their needs. The majority of the experimental users experienced only few side effects, in particular both physical and visual tiredness. However, the experiment confirmed that the immersive experience of VR-supported maintenance task training outweighs the reported side effects.

Safety immersive storytelling using narrated 360-degree panoramas: A fall hazard training within the electrical trade context

Safety training in the United States construction industry commonly employs classroom-based lecture and storytelling techniques to transfer knowledge to workers and professionals. However, low levels of engagement and low-fidelity representations of the construction jobsites have posed limitations for learners to easily visualize and understand hazard conditions. One emerging technology that has the potential to increase engagement and provide high-fidelity visualizations of construction jobsites is 360-degree panorama virtual environments. This study concentrates on using immersive storytelling within digital 360-degree panoramas to improve hazard recognition and risk perception. A proof-of-concept platform was developed to assess the produced virtual training environment in terms of hazard identification, risk perception, and sense of presence. The platform was conceptualized within the visual and narrative context of electrical trade fall hazards, as this trade often perform complex work at elevated surfaces making them especially susceptible to fall related injuries and fatalities. A between-subject pilot study was conducted with forty construction management student subjects, comparatively evaluating safety immersive storytelling and Occupational Safety and Health Administration (OSHA) trained participants (e.g., OSHA 10-hr, OSHA 30-hr). It was found that no statistical differences are present in the average Hazard Identification Index (HII) scores for both approaches, suggesting that the outcomes of the training techniques are equivalent for the narrow scope of fall hazards evaluated in this study (scissor/aerial lifts, scaffolds, roofs/unprotected edges). Nevertheless, time savings in hazard identification training were found; safety immersive storytelling required 15 min of training in contrast 10 or 30 h of OSHA training. Furthermore, it was detected that subjects assigned more or equal risk to ladders, scaffolds, and scissor/aerial lifts hazards for safety immersive storytelling compared to the OSHA condition. Although the subject risk perception scores demonstrate these trends, a statistical analysis performed showed no significant differences between the two experimental groups. All participants perceived that the immersive experience provided a high sense of presence. Based on the experimental results, it was concluded that safety immersive storytelling provides an analogous outcome to OSHA interventions for the studied fall hazards while reducing the required training time.

The Application of the Virtual Environment for Radiotherapy Training to Strengthen IGRT Education

The use of simulation to enhance the quality of preclinical teaching and learning in radiation therapy is increasing. This article discusses the use of the Virtual Environment for Radiotherapy Training (VERT) in supporting teaching on image-guided radiation therapy (IGRT) and image matching concepts. The authors review the capabilities of VERT and discuss how it is currently applied in undergraduate radiation therapy teaching. The integration of IGRT theory with hands-on image matching practice using VERT simulation in educational environments has many potential benefits. These include the potential to strengthen the students’ knowledge and skills in online-image acquisition and review of planar two-dimensional images and cone beam computed tomography images. It is anticipated that learner engagement will improve as well as refine analytical skills and confident practice in critical assessment of IGRT images. The authors encourage the utilization of technology that provides students with hands-on skills so they are better prepared for clinical environments.

An Experimental Comparison Towards Autonomous Camera Navigation to Optimize Training in Robot Assisted Surgery

Robot-Assisted Surgery enhances vision and it can restore depth perception, but it introduces the need for learning how to tele-operatively control both the surgical tools and the endoscope. Together with the complexity of selecting the optimal viewpoint to carry out the procedure, this requires distinct training. This work proposes an autonomous camera navigation during the initial stages of training in order to optimize the learning of these skills. A user study involving 26 novice participants was carried out using the master console of the da Vinci Research Kit and a virtual reality training environment. The subjects were randomly divided into two groups: the control group that manually controlled the camera as in the current practice and the experimental group that underwent the autonomous navigation. After training, the time-accuracy metrics of the users who underwent autonomous camera navigation were significantly higher with respect to the control group. Additionally, autonomous camera navigation seemed to be capable to provide an imprinting about endoscope management.

Changes in arm kinematics of chronic stroke individuals following "Assist-As-Asked" robot-assisted training in virtual and physical environments: A proof-of-concept study.

IntroductionIn this proof-of-concept study, we introduce a custom-developed robot-assisted training protocol, named “Assist-As-Asked”, aiming at improving arm function of chronic stroke subjects with moderate-to-severe upper extremity motor impairment. The study goals were to investigate the feasibility and potential adverse effects of this training protocol in both physical and virtual environments.MethodsA sample of convenience of four chronic stroke subjects participated in 10 half-hour sessions. The task was to practice reaching six targets in both virtual and physical environments. The robotic arm used the Assist-As-Asked paradigm in which it helped subjects to complete movements when asked by them. Changes in the kinematics of the reaching movements and the participants’ perception of the reaching practice in both environments were the outcome measures of interest.ResultsSubjects improved their reaching performance and none of them reported any adverse events. There were no differences between the two environments in terms of kinematic measures even though subjects had different opinions about the environment preference.ConclusionsUsing the Assist-As-Asked protocol in moderate-to-severe chronic stroke survivors is feasible and it can be used with both physical and virtual environments with no evidence of one of them to be superior to the other based on users’ perspectives and movement kinematics.

O ensino a distância no Brasil: alguns apontamentos

O presente trabalho faz parte da dissertação, já defendida, do Mestrado em Ensino de Humanidades e Linguagens (MEHL), da Universidade Franciscana (UFN). Ele é uma pesquisa qualitativa, do tipo revisão bibliográfica, com o objetivo de traçar um panorama histórico geral das diferentes formas de desenvolvimento do ensino a distância no Brasil. Para tanto, foram usadas obras de autores que versam sobre a temática, tais como J. R. M. Alves (1994), Maia e Mattar (2007), B. Carvalho (2014), Batista e Souza (2015) e Amarilla (2011). Metodologicamente, este estudo foi dividido em três partes. A primeira envolve questões relativas ao conceito de EAD, visando os termos que mais se destacam na maior parte dos conceitos sobre EAD. A segunda parte versa sobre a trajetória histórica desta modalidade, com foco na sua atuação no Brasil. Por fim, a terceira parte apresenta os recursos que os ambientes de interação e formação informal, por meio virtual, oferecem. Além disso, foram consultadas as leis referentes a temática da pesquisa. Observa-se que os potenciais destes ambientes virtuais de formação ainda estão em processo de construção e reflexão, tanto em relação as suas contribuições com os cursos a distância, quanto nas pesquisas acadêmicas que envolvem a temática.

El impacto de las redes sociales en el proceso de enseñanza aprendizaje de la termodinámica

The development and use of social networks in the teaching-learning process that students develop, makes it an important and almost essential tool in the educational process. This entails changes, of various absolutely inevitable characteristics when it comes to launching innovative proposals in the teaching of thermodynamics. Hence the training processes in universities demand new models of pedagogical strategy capable of responding to the needs of the new society. However, in practice, during the teaching process of thermodynamics, it has been detected that traditionalist teaching approaches are still assumed, which does not meet the expectations demanded by the new training models. The research carried out is aimed at studying the evaluation of the teaching-learning process in its formative and meaningful training, with the objective of promoting formative evaluation through the use of virtual training environments.

Virtual reality in training: an experimental study with firefighters

Training with Virtual Reality (VR) can bring several benefits, such as the reduction of costs and risks. We present an experimental study that aims to evaluate the effectiveness of a Virtual Environment (VE) to train firefighters using an innovative approach based on a Real Environment (RE) exercise. To measure the VE’s effectiveness we used a Presence Questionnaire (PQ) and participant’s cybersickness, stress and fatigue. Results from the PQ showed that participants rated the VE with high spatial presence and moderate realness and immersion. Signs of stress, analyzed from participant’s Heart-Rate Variability, were shown in the RE but not in the VE. In the remaining variables, there was only an indicative difference for fatigue in the RE. Therefore, the results suggest that although our training VE was successful in giving participants spatial presence and in not causing cybersickness, its realness and immersion provided were not enough to provoke a similar RE response.

The Role of Virtual Environment for Radiotherapy Training (VERT) in Medical Dosimetry Education

Medical dosimetry is an important component in training of radiation therapist, yet it is not easy for student to understand the principle of treatment planning and to be familiar with the relationship of the clinical target volume (CTV), planned target volume (PTV), and the nearby organs at risk (OARs) by just imagination. This study is conducted to evaluate whether using VERT in teaching medical dosimetry can help student to improve their learning experience. Students of cohort 2015 and 2016 were taught under TPS mode and TPS + VERT mode respectively. Direct comparison was conducted through self-evaluation survey, between two groups of students, in terms of their understanding of the concept of medical dosimetry and their level of confidence in completing different types of plans after the course. Both groups of students were able to understand the concept of medical dosimetry and able to complete 3D conformal plans after taking the course. Though, the students received TPS mode reported that they had lower level of confidence in completing the planning and required longer time for self-study and practice compared to the students who received the TPS + VERT mode. This study demonstrated that including VERT into medical dosimetry education can improve students’ learning experience, by improving their self-confidence, as well as reducing time required for their self-study and practice.