Virtual Simulation Laboratory Research Articles

Virtual Laboratory and Self-Efficacy in Optimizing Problem-Solving Skills: A Case in Applied Chemistry Learning in Vocational College

Virtual Laboratory and Self-Efficacy in Optimizing Problem-Solving Skills: A Case in Applied Chemistry Learning in Vocational College

Comparative study to determine the proper sequence of simulation training, pelvic trainer versus virtual reality simulator: a pilot study

BackgroundIncreased surgical efficacy has led to a remarkable increase in the usage of minimally invasive surgical procedures since their inception. The use of simulation in surgical teaching has grown significantly during the past 10 years. Several laparoscopic simulators have been built. Virtual reality (VR) simulators and box trainers (BTs), often known as pelvic trainers, are the two primary training modalities used in hospitals and clinical training institutes for the development and acquisition of laparoscopic skills. Our study aimed to evaluate the proper sequence of pelvic trainers and VR simulator training to improve laparoscopic gynecological skills.MethodologyWe carried out this pilot study at the Virtual Endoscopic Simulation and Skills Acquisition Laboratory at the Obstetrics and Gynecology Department in the Kasr Al Ainy Hospital, Faculty of Medicine, Cairo University, Egypt, from February to August 2022. All residents with minimal or without laparoscopic experience (twenty residents) were divided into two groups and classified as (group A versus group B). Group A’s training began with a pelvic trainer, which was tested using a checklist. Later, the group trained on a virtual reality simulator, which tested them using an electronic autoassessment. After training on a virtual reality simulator and passing an electronic autoassessment test, group B moved on to pelvic trainers and had a checklist-based assessment.ResultsWe compared pelvic trainer tasks between the training groups, and detected no significant differences in camera navigation, cutting pattern, peg transfer, or running stitches (P values 0.646, 0.341, 0.179, and 0.939 respectively); when we compared VR simulator tasks between the training groups, there were no significant differences in camera navigation, cutting pattern, peg transfer, or running stitches (P values 0.79, 0.3, 0.33, and 0.06, respectively).ConclusionThere was no difference in training, between residents who started on a pelvic trainer or the VR simulator; therefore, both could be used in laparoscopic training with no preferred order.Trial registrationThe trial was registered at clinicaltrials.gov with the name “Pelvic trainer vs VRS” and the identifier “NCT05255614.” The registration date was January 19, 2022, and the trial was prospectively registered. URL: https://register.clinicaltrials.gov/prs/app/action/ViewOrUnrelease?uid=U0004GED&ts=22&sid=S000BR5D&cx=t6mc14

Construction of a virtual simulation laboratory for gene detection

ObjectiveThe current paper aims to discuss the development of a virtual simulation experiment teaching system and review its effectiveness in improving the teaching of clinical skills to college medical students.MethodsCollaborators used 3D Studio Max, Unity 3D and Visual Studio to develop four modules: laboratory thinking training, biosafety training, gene testing and experimental assessment. Teaching was conducted and a virtual software program was used for evaluation of the students.ResultsThe laboratory safety training system, virtual gene experiment system and experimental assessment system were developed. The results of the questionnaire survey show that the software provides good interactivity and guidance. The interest of medical students in study is improved and they received training in clinical experimental thinking. Student evaluation assists their scientific research practice, and can improve the awareness of biosafety.ConclusionThe virtual simulation experiment teaching system, when applied in the teaching of undergraduate and postgraduate experiment courses, can bring about rapid improvements in the following areas: biosafety awareness, interest in learning about experiments and experimental skills, clinical experimental thinking, and comprehensive experimental ability.

Developing Interpreting Competence via VR-based Multimodal Teaching: Design and Implementation

Despite its increasing popularity and widely recognized effectiveness, the multimodal approach to interpreting teaching is not without challenges. Implementing multimodal interpreting teaching in the classroom could cause a considerable burden on the teacher and students, and the interpreting practice within the classroom would take much time from the already limited teaching hours. There is a need to create opportunities for students to practice interpreting outside the classroom. Despite the potential of virtual reality (VR), few studies have considered how VR can be applied to interpreting teaching. This paper explores how VR can be applied to foster students’ interpreting competence. The paper proposes two types of VR-based interpreting teaching (offline in the laboratory and online outside the classroom) to address the challenges of multimodal interpreting teaching. The teaching model in a foremost university is used as a point in case for illustrative purposes. The paper indicates that offline VR-based teaching in the virtual simulation laboratory can systematically train students with each of their interpreting sub-skills, while online VR platform can develop their interpreting skills through autonomous practice. The paper also discusses the constraints on VR-based interpreting teaching. Practical implications for the application of VR to interpreting teaching are included.

Research of teaching and reform by means of competition Using virtual simulation platform for Financial Management Major

Taking Financial management major of Modern College of Northwest University as an example, this paper studies the basic situation of promoting teaching and reform through virtual simulation competition, and finds some problems such as low participation of teachers and students, limited digital ability of teachers, long cycle from competition to reform, and inflexible revision of training program. It is suggested to establish and motivate the mechanism, strengthen the training of teachers' digital ability, strengthen the construction of virtual simulation laboratory and establish the mechanism of revising the training program with The Times.

Virtual Laboratory for the Full-Field Goniophotometer of Luminaires

In order to solve the problem that students have insufficient understanding of the full-field goniophotometer instrumentation due to the expensive equipment and the high requirements of the experimental environment, virtual reality technology is used to complete the virtual laboratory of a light intensity distribution measurement of the full-field goniophotometer through Unity 3D. The virtual laboratory is designed for near-field measurement, mid-field measurement, and far-field measurement of light intensity. It combines 3D MAX and C# to realize the model building of laboratory, luminaire and full-field goniophotometer, the dynamic drawing of light distribution curves, and the simulation system can also be run on mobile phones. The experimental process is mainly through the manipulation of the virtual experimenter and each module to generate collision detection, pop-up buttons, and click on the button triggers an event and the operation prompt page appears. The light distribution curve is generated dynamically by reading and processing the IES file data to generate 3D coordinates. This virtual simulation laboratory is demonstrated on multiple platforms. The results proved that the virtual simulation restored the experimental process vividly and can complete the experimental teaching remotely.

Physiological Effects of a Garden Plant Smellscape from the Perspective of Perceptual Interaction

The purpose of this study was to investigate the physiological recovery effects of olfactory, visual and olfactory-visual stimuli associated with garden plants. In a randomized controlled study design, ninety-five Chinese university students were randomly selected to be exposed to stimulus materials, namely the odor of Osmanthus fragrans and a corresponding panoramic image of a landscape featuring the plant. Physiological indexes were measured by the VISHEEW multiparameter biofeedback instrument and a NeuroSky EEG tester in a virtual simulation laboratory. The results showed the following: (1) In the olfactory stimulation group, from before to during exposure to the stimuli, the subjects' diastolic blood pressure (DBP) (ΔDBP = 4.37 ± 1.69 mmHg, p < 0.05) and pulse pressure (PP) values increased (ΔPP = -4.56 ± 1.24 mmHg, p < 0.05), while their pulse (p) values decreased (ΔP = -2.34 ± 1.16 bmp, p < 0.05) significantly. When compared to the control group, only the amplitudes of α and β brainwaves increased significantly (Δα = 0.37 ± 2.09 µV, Δβ = 0.34 ± 1.01 µV, p < 0.05). (2) In the visual stimulation group, the amplitudes of skin conductance (SC) (ΔSC = 0.19 ± 0.01 µΩ, p < 0.05), α brainwaves (Δα = 6.2 ± 2.26 µV, p < 0.05) and β brainwaves (Δβ = 5.51 ± 1.7 µV, p < 0.05) all increased significantly relative to the control group. (3) In the olfactory-visual stimulus group, DBP (ΔDBP = 3.26 ± 0.45 mmHg, p < 0.05) values increased, and PP values decreased (ΔPP = -3.48 ± 0.33 bmp, p < 0.05) significantly from before to during exposure to the stimuli. The amplitudes of SC (ΔSC = 0.45 ± 0.34 µΩ, p < 0.05), α brainwaves (Δα = 2.28 ± 1.74 µV, p < 0.05) and β brainwaves (Δβ = 1.4 ± 0.52 µV, p < 0.05) all increased significantly relative to the control group. The results of this study show that the interaction of olfactory and visual stimuli associated with a garden plant odor landscape was able to relax and refresh the body to a certain extent, and this physiological health effect was greater with regards to the integrated response of the autonomic nervous system and central nervous system than the effect of only smelling or viewing the stimuli. In the planning and designing of plant smellscapes in garden green space, it should be ensured that plant odors and corresponding landscapes are present at the same time in order to ensure the best health effect.

Game on: immersive virtual laboratory simulation improves student learning outcomes & motivation.

The use of gamified learning interventions is expanding in postsecondary education as a means to improve students' motivation and learning outcomes. Virtual laboratory simulations have been used in science education to supplement students' learning, as well as to increase engagement with course material. Due to COVID-19, many instructors sought to replace or supplement hands-on 'wet-lab' work in an online environment. In this paper, we explored how the use of head-mounted display technology in two laboratory simulations impacts learner motivation and learning outcomes. We used a mixed-methods approach to analyze the experience of 39 undergraduate participants, examining test scores pre- and postsimulation, qualitative feedback, and quantitative experience ratings. The head-mounted display technology was described as easy to use, with eye strain identified as a common occurrence. Participants had increased test scores following the laboratory simulations, with no significant difference between simulation groups. Very positive self-reported measures of motivation and learner engagement were documented. Ninety-one percent of participants agreed that virtual reality laboratory simulation would be a good supplement to regular teaching modalities. Overall, our results suggest that immersive virtual reality laboratory simulations experienced through head-mounted display technology can be used to enhance learning outcomes and increase learner motivation.

Exploration and Practice of Virtual Simulation Laboratory Construction of Environmental Art Based on Computer Aid

In the innovation and development of modern college education, the construction of virtual simulation laboratory for environmental art majors by using computer-aided technology can not only solve the problems existing in traditional experimental teaching, but also improve the comprehensive quality of students' management ability, practical ability, communication and coordination. In order to ensure the education and information technology can depth fusion, puts forward the relevant national education department for the construction of the virtual simulation experiment teaching center, asked around colleges in positive response at the same time, strictly abide by the bricks, fill with virtual reality, can not the basic principles of virtual reality, virtual simulation experiment teaching center of construction to promote. Therefore, this article in the understanding of virtual simulation lab construction and management status quo, on the basis of deep study the computer aided art as the core of environment simulation laboratory construction content and application functionality, clear the current environment art class teaching with virtual simulation laboratory management measures, to ensure well practice teaching activities.

The effectiveness of scenario-based virtual laboratory simulations to improve learning outcomes and scientific report writing skills.

The use of virtual laboratory simulations in various disciplines, which provide important educational benefits, has increased. Several studies show that laboratory activities, including scenario-based virtual laboratory simulation (SB-VLS), stimulate cognitive and non-cognitive skills. However, the effects of the SB-VLS when integrated into molecular biology courses, on the development of cognitive skills, such as scientific report writing skills, remain unexplored. A pre-post-test, randomized, quasi-experimental design was used. Thirty-five female students were randomly assigned to experimental or control groups. The control group (n = 17) attended a traditional lecture and video lab demonstration (VLD), while the experimental group (n = 18) participated in SB-VLS on molecular cloning. Findings revealed statistically significant differences, with large effects sizes in the SB-VLS group between pre- and post-test in intrinsic motivation (2.9 vs 3.86, p = 0.042, Cohen's d = 4.17), self-efficacy (3.31 vs 3.85, p = 0.002, Cohen's d = 1.071), and knowledge gain scales (50.93 vs 75.93, p = 0.001, Cohen's d = 1.46). Moreover, between-group effect sizes of the experimental and control groups were also large for intrinsic motivation (dppc2 = 1.441), self-efficacy (dppc2 = 0.766), and knowledge (dppc2 = 1.147), indicating that the effect of the SB-VLS was significant, which may be due to the activities and techniques used in SB-VLS to develop learning outcomes. Additionally, the SB-VLS group had statistically better lab report scores as compared to the control group (3.92 vs. 4.72, p &lt; 0.0001). Collectively, our data show that SB-VLS is an innovative teaching strategy and an effective tool for developing non-cognitive and cognitive skills, especially scientific report writing skills.

Application of problem-based learning combined with a virtual simulation training platform in clinical biochemistry teaching during the COVID-19 pandemic.

The coronavirus disease 2019 (COVID-19) pandemic has had a great impact on the traditional teaching mode (Lecture-based Learning, LBL) and laboratory teaching. To address this challenge, the researchers conducted online Problem-based learning (PBL) teaching and virtual simulation laboratory teaching through DingTalk, and evaluated the effectiveness of this method in teaching clinical biochemistry. With the method of cluster sampling, the researchers randomly selected 60 students from two classes of the Class 2019 as the experimental group for this prospective experimental study. The theory class was taught online PBL through DingTalk, and experimental lectures were given by virtual simulation. After the experimental teaching, students were assessed for theory and operation. Self-administered questionnaires were administered through DingTalk. 65 students from our 2018 medical laboratory class were randomly selected as the control group, and offline LBL and traditional experimental teaching methods were used. Examination results were obtained through teaching portfolios. The experimental group had significantly better examination scores in theoretical knowledge and experimental operational skills than the control group (87.45 ± 5.91 vs. 83.52 ± 9.94, P = 0.0095; 87.08 ± 12.42 vs. 80.18 ± 14.04, P = 0.0044). The results of the questionnaire survey revealed that the experimental group was more receptive to the DingTalk-PBL teaching method and virtual simulation laboratory teaching. Moreover, this hybrid teaching method was more effective in promoting basic knowledge understanding (95.0%, 57/60), facilitating the mastery of operational skills (93.3, 56/60), cultivating interest in learning (96.7%, 58/60), training clinical thinking (95.0%, 57/60), improving communication skills (95.0%, 57/60), and enhancing self-learning ability (91.7%, 55/60) and was more satisfying than traditional teaching method (all P < 0.05). The DingTalk-based PBL method combined with virtual simulation experiments was an effective and acceptable teaching strategy during the pandemic compared with the traditional teaching method.

Construction of Marine Professional Virtual Simulation Experiment Platform Based on Internet-of-Things Technology

In order to meet the needs of high-intensity underwater information confrontation training under complex battlefield conditions, military academies must integrate scientific issues related to environmental operations into classroom teaching through research-based teaching of marine environmental effects. By analyzing the research-oriented teaching requirements of marine environmental effects, the design and implementation of a virtual simulation laboratory based on a high-performance computing platform for signal-level marine environmental effects are discussed. Multilevel, research-based teaching provides effective technical support, which is of great significance to helping submarine professional students experience, recognize, and master the scientific laws behind combat problems, improve their practical training capabilities, and promote practical teaching. By the time the number of operations reaches 5, most students have an accurate grasp of the liquid chromatography procedures. After more than five times, the improvement of students is not obvious. Compared with liquid chromatography, the improvement of Bernoulli experiment is divided into two stages: 1 to 5 times belong to the process improvement stage, and students can master it quickly; 6 to 12 times belong to the detail improvement stage, and the improvement times are relatively slow; fully mastered the time required is much higher than the liquid chromatography virtual simulation experiment. Finally, combined with the actual teaching application, the research-based teaching group training mode and relevant implementation suggestions are summarized.

Application Exploration of Elastic Cloud Server in Experimental Teaching Platform

In the case of normalized epidemic prevention, online and offline hybrid teaching presents obvious development momentum. In such an environment, the traditional experimental teaching platform has many weaknesses such as frequent software failures, difficulty in upgrading and performance insufficient. Therefore, there is an urgent need for a kind of education platform that reduces the difficulty of using engineering teaching laboratories. ECS and cloud remote desktop can centralize management computing and data resources of the course whose name is industrial robot operation and programming. They can also diversify system software, automate laboratory management and real-time software version update. The software and network failure during the use of the computer is reduced. Students can access the school's virtual simulation laboratory resources anytime and anywhere. The utilization rate of virtual simulation laboratory platform and the teaching quality of experimental courses can also be improved.

EFEKTIVITAS PENGGUNAAN SIMULASI PHET DALAM PEMBELAJARAN ONLINE TERHADAP HASIL BELAJAR SISWA

This research is a type of descriptive research. This study aims to examine the effectiveness of using PhET simulation in online learning on temperature and heat material based on student learning outcomes. The level of student effectiveness can be known through the results of the Pre-test and Post-test. PhET simulation is a virtual laboratory simulation covering physics, chemistry, mathematics, earth science, and biology. Furthermore, this research was carried out at SMAN 2 Jember from 3 - 6 January 2022 in the even semester of the 2021/2022 academic year. The population in this study were students of class XI IPA SMAN 2 Jember. Prior to sampling, homogeneity test was carried out with the help of the SPSS program. This homogeneity test is used to determine whether the sample data is obtained from a population with homogeneous variance or not. Data on the effectiveness of using PhET simulation in online learning on temperature and heat materials were obtained from test results. it is known that the N-gain score obtained is 0.669. So it can be concluded that the effectiveness of using PhET simulation in online learning on temperature and heat material is in the medium category. Student learning outcomes also increased compared to before using the PhET simulation. Meanwhile, students admitted that they were enthusiastic and not bored so that it was easier for students to understand the material taught by the teacher.&#x0D; &#x0D; Keywords: effectiveness, PhET simulation, student outcomes, pretest-postest.&#x0D;

Development of Virtual Laboratory Simulation: e-SCILAB on Waves for Grade 7 Science

Virtual Laboratory Simulation (VLS) enhances student understanding, retention of concepts, and promotes active learning through direct visualization and manipulation of computer animations. This study aimed to develop a VLS with complementary manual for Grade 7 physics that can be utilized by the teachers to address the needs of the students in the new normal learning. The developed VLS is composed of a Teacher’s Instructional Manual and Student’s Learning Manual. The study used Research and Development approach with the ADD (Analysis, Design, and Development) model as the instructional method. These allows the researchers to analyze the need of VLS, identify the design of VLS, and develop the VLS. The VLS was evaluated based on the content quality with a mean of 4.68, technical quality with 4.65, and instructional quality with 4.57. The results for the complementary activity manual in terms of the content quality is a mean of 4.62, the technical quality with 4.54, and the instructional quality with 4.55. The result showed that the developed VLS together with the complementary activity manual satisfied the quality components and attained the intended standards. It is recommended that evaluation of the effectiveness of VLS through pilot tests in public and private schools.

Investigating the Effect of Virtual Laboratory Simulation in Chemistry on Learning Achievement, Self-Efficacy, and Learning Experience

The purpose of this study was to investigate the effect of virtual laboratory simulation in chemistry on learning achievement, self-efficacy, and learning experience for first-year undergraduate students. This research was quasi-experiment with a two-group pretest-posttest design. The research used a purposive sampling of 95 first-year undergraduate students who enrolled in general chemistry subject. The participants were classified into two groups that consisted of the control group and the experimental group. Each group comprised members with low and high knowledge levels from the pre-test score. The control and experiment groups were required to learn chemistry topics in a traditional lecture for 3 hours. For the experimental group, students attended learning with the virtual lab simulation in chemistry for 1.5 hours. The results demonstrated that virtual lab simulation in chemistry had a positive effect on learning achievement, self-efficacy, and learning experience. The students who participated in the traditional lecture followed by virtual lab simulation had significantly higher knowledge and self-efficacy scores than learning through only a traditional lecture. Moreover, the effect of virtual lab simulation differed depending on levels of the students’ initial knowledge and self-efficacy at pre-test, the group of low knowledge and self-efficacy levels gained a positive impact that was higher than the high-level group. The results of the learning experience found that virtual lab simulation encouraged students’ motivation in learning and understanding the concept of chemistry via interactive 3D simulation. The results of this study indicated that virtual lab simulation could be an effective tool in supporting learning achievement and self-efficacy for learning chemistry. It was effective when a traditional lecture in chemistry was supplemented by virtual lab simulation-based learning.

Modeling of welding arc power supply diagrams in Matlab / Simulink

Purpose. Creation of virtual blocks and simulation laboratory stands for the study and comprehensive research of the dynamic properties of welding power supplies. Methodology. Review of literary sources on the subject, simulation modeling of electromagnetic processes in the MATLAB software environment, comparative analysis of obtained and available data. Findings. The comparative analysis of means of modeling of power sources of a welding arc is executed. One of the main parameters by which the environments were compared is functionality. Among the considered simulators, Simulink of the MATLAB software environment is the most effective one in the considered systems modeling. Using special features, its user can not only simulate, but also analyze the operation of the over time installation. Mathematical and functional models of welding arc power supplies were built using SimPowerSystems elements and blocks from the Simulink library with the involvement of the MATLAB system itself, which significantly expands the possibilities for such systems modeling. Mathematization of certain processes to some extent shows the level of reliability of the results and the degree of their scientific development. The developed models act as a laboratory, which allows you to set and explore any modes and characteristics. Numerical experiments and comparative analysis of numerical and field experiments are given. Experimental verification of the obtained results on specific examples showed the relevance of the problem and the correctness of its solution. Further research is related to the expansion of the range of simulated power sources of the electric arc, a comprehensive study of their dynamic properties and basic characteristics, experimental verification of the developed models, as well as comparative analysis and development of recommendations for model improvement. Originality. The method of circuit modeling of general-purpose electrical and electronic circuits was further developed by extending it to a new class of objects - the power supply system of electrical installations. Practical value. Construction of mathematical and functional models of complex systems with the involvement of MATLAB allows to take into account their main features, significantly expands the possibilities for modeling, study and research of power supplies. Based on the proposed approach, simulation laboratory stands of specific power supplies were developed and built, which allow to set and study any modes and characteristics.

An Analysis of Health Science Students’ Preparedness and Perception of Interactive Virtual Laboratory Simulation

The achievement of learning goals via laboratory practical depends on both extrinsic and intrinsic factors. They could be limited by laboratory time, incurred cost, safety, self-efficacy, inadequate prior preparation by learners, and different learning styles. Hence, virtual laboratory simulation (vLAB) may be an appropriate e-learning tool to overcome these restrictions. In this study, student’s perception of the usefulness of vLAB was determined by using deoxyribonucleic acid (DNA) gel electrophoresis and polymerase chain reaction (PCR) as case examples. The perception of Year 2 and 3 health science undergraduate students’ (N = 87) was studied using a questionnaire consisting of 12 items, rated on a 5-point Likert-scale. The attainment of learning outcomes was assessed using pre-and post-tests containing multiple-choice questions (MCQs). In addition, student’s experience and learning from the vLAB were further explored using qualitative analysis. Although there was no significant difference between the mean scores of the pre-and post-tests, results showed that all participants perceived vLAB well, with a median score of 4 (Agree) for all items in the questionnaire. It provides a meaningful learning experience and an authentic environment where students feel safe to practice what they have learnt in lectures. Moreover, vLAB facilitates individualised learning and enhances self-efficacy among students. In conclusion, vLAB prepares students for physical laboratory sessions by activating the prehension dimension of Kolb’s learning cycle, therefore complementing and strengthening the attainments of health sciences laboratory learning goals and outcomes.

Exploring the use of virtual laboratory simulations before, during, and post COVID-19 recovery phase: An Animal Biotechnology case study.

This study presents an evaluation of integrating virtual laboratory simulations in assessment design of a biotechnology course at Taylor's University in Malaysia before, during and post‐COVID recovery phases. The purpose was to investigate how virtual laboratory simulations were integrated as part of the assessments of a practical‐embedded course—the aim being to evaluate students' acceptance and perception of using virtual simulation. A total of 46 students, across three different study cohorts (August 2019, March 2020, and August 2020) were evaluated different educational aspects of using virtual laboratory cases in a 4‐week course within Animal Biotechnology. Overall, students regarded virtual laboratory simulation useful as part of their learning, and there is a significant increase in the level of acceptance before, during and post‐COVID recovery phases. The study showed that across the different study cohorts, students perceived their confidence level in laboratory skills have been enhanced and that they can apply the skills in real‐life situation. Interestingly, students (March and August 2020 cohort) who have not been exposed to the related laboratory session still perceived that the simulated activity provides clear explanation and realistic experience. Furthermore, it had been highlighted across the study cohorts that the quiz questions helped to enhance their understanding on the underlying principles of the laboratory techniques. The overall conclusion of this study was that structured simulation‐based activities which provide clear instructions and explanation would support significant improvements in students learning.

Research on the Exploration of Petrochemical Virtual Simulation Laboratory Construction Based on VR Technology

Research on the Exploration of Petrochemical Virtual Simulation Laboratory Construction Based on VR Technology