Virtual Mode Research Articles

The practice and prospect of algorithm-driven virtual simulation technology in medical undergraduate education

Abstract Amid growing interest in the use of virtual simulation platforms in educational settings, the reform of medical education increasingly looks to virtual simulation technology as a promising new avenue. This study aims first to analyze the components of a virtual simulation system and to enhance the functionality of virtual simulation technology by optimizing the network model algorithm. Utilizing cloud computing technology, a virtual simulation teaching experiment platform was constructed. Further, a virtual simulation medical education system based on the BOPPPS teaching model was developed to address the constraints of practical experience in the traditional undergraduate medical education model. Empirical analysis of the virtual simulation medical education mode reveals that the CPU utilization rate on the constructed cloud platform ranged from 2% to 35%, and the memory usage varied between 15 and 25 GB. In comparative assessments of medical education practices, this study found that students trained under the virtual simulation technology-enhanced model scored 0.96 to 1.53 points higher in various skill assessments than those trained under traditional methods. Moreover, the total scores for communication abilities increased by 5.48 points, highlighting a significant improvement. These results affirm the superiority of the virtual simulation technology medical education model presented in this study. They underscore its practicality and feasibility for application and development in undergraduate medical education, providing a substantive pathway for integrating advanced virtual simulation technologies into medical training.

Research on Virtual Reality Art Creation Mode and Visual Perception under the Integration of Art and Technology

Research on Virtual Reality Art Creation Mode and Visual Perception under the Integration of Art and Technology

Research on disease management of chronic disease patients based on digital therapeutics: A scoping review

Background The prevalence of chronic diseases is rising annually due to the aging of the population, and these illnesses constitute a major cause of mortality. Digital therapeutics (DTx) is a promising solution for the prevention and management of chronic diseases. With the rapid advancement of information technology in recent years, software algorithms or applications based on clinical assessment, evidence, and technology can be used to directly provide digital medical interventions to patients to promote disease management. Digital therapeutics has been applied in the field of various diseases. The most significant application area among them is the management, treatment, and intervention of chronic illnesses. Objectives To provide a comprehensive understanding of the benefits and drawbacks of using digital therapeutics for the management of patients with chronic diseases. Methods The scoping review framework developed by Arksey and O’Malley was applied to the process. Using the research method of scope review, the network retrieval of pertinent papers was conducted in eight databases, including PubMed, Web of Science, ScienceDirect, and CNKI. The database was retrieved between the date of database creation and September 20, 2023. The “PCC” principle was used to determine the inclusion criterion. Analyze and discuss the mentioned literature. Findings were presented in tabular and descriptive formats. Results The scoping review included 25 studies. The intervention carriers of digital therapeutics included health management systems, digital health platforms, learning machine models, and so on. Professional technologists, medical personnel, and others were among the implementation personnel. Disease management strategies included application-based home workout plan intervention, virtual reality digital control mode intervention, and so on. Digital therapeutics helped patients with symptom monitoring, medication management, weight control, mental health, and everyday activities. Conclusion Digital therapeutics improves the treatment of chronic disease patients and promotes health recovery. In the future, under the supervision of the treatment team, we should formulate scientific, standardized, and relevant digital therapeutic disease management programs according to the application status of patients with chronic diseases and develop more customized digital therapeutic projects.

Conferência online entre pares: uma janela de oportunidade a favor do feedback para a escrita

Abstract The pandemic has had quite an impact on the way we teach and learn. During that time, Brazilian universities implemented remote learning for more than 15 months. While the initial move was a reaction to an emergency and saw the transposition of many classes to the virtual mode, the following months saw the flourishing of initiatives that enhanced learning by streamlining the use of digital technology. In this context, this descriptive qualitative study employs an exploratory multiple case approach to investigate the affordances in the digital context tertiary students use to facilitate engagement with computer-mediated peer feedback during a course of academic literacies in English at a university in Brazil. Data come from individual semi-structured interviews, online peer-to-peer feedback meeting recordings, and retrospective individual interviews with three pairs of students. The participants are tertiary learners who had two online meetings, using Google Meet, to discuss their peer feedback on two texts they wrote for the course over one semester. Results indicate that online peer conferences offer a multimodal communication channel where different semiotic aspects play a role in mediating written input. In addition, WhatsApp was extensively used for informal peer feedback. We conclude with pedagogical implications and suggest actions so that learners can harness the full potential offered by these tools.

INTERWEAVING INDONESIAN LOCAL WISDOMS AND SYNCHRONIZED VIRTUAL LEARNING: STUDENTS’ EXPERIENCE IN ESP

The research delves into integrating Indonesian local wisdom, specifically Pancasila, within synchronized virtual learning for English for Specific Purposes (ESP), aiming to unveil students' experiences and assess the impact on presentation skill development. Thirty students participated in a 13-session Business English presentation course, with Pancasila embedded in the virtual learning mode. Data encompassed closed questionnaires and pretest/post-test scores, analyzed qualitatively and quantitatively. The findings underscore the intervention's efficacy, notably enhancing students' comprehension of Pancasila's cultural significance and augmenting their presentation skills. Notably, improvements were observed in structure, delivery, and gesture, affirming the approach's success in deepening cultural understanding while refining practical abilities. Quantitative analysis revealed shifts in presentation skill scores pre and post-intervention. While medium scores declined, low and high score categories exhibited marked changes, indicative of substantial advancements in presentation proficiency across skill domains. In conclusion, merging Pancasila into synchronized virtual learning yielded notable benefits, aligning cultural content with skill-focused education. This integration not only enriched cultural appreciation but also honed crucial presentation skills. These outcomes accentuate the potential of targeted educational strategies in harmonizing cultural knowledge and skill development within higher education settings, fostering holistic learning experiences. The study advocates for continued exploration and implementation of similar integrative approaches, emphasizing their value in enhancing both cultural understanding and practical skill acquisition among students in specialized learning contexts.

The lack of interest of first-level career students at the Technical University of Cotopaxi in the teaching and learning of academic tutoring through virtual mode.

The lack of interest of first-level career students at the Technical University of Cotopaxi in the teaching and learning of academic tutoring through virtual mode.

Core curriculum in cariology for dentistry degrees in the Republic of Argentina.

To prepare a consensus document of the cariology contents and competences included in the curriculum for the dentistry degree at Argentine dental faculties/schools. Planning the process in stages: Stage 1- Diagnosis of the situation (Google Form) and invitation to participate extended to the 20 academic units (AU) that offer dentistry degrees. Stage 2- Assessment process of Content (C) and Competences (I) agreements in the five domains: D1 Basic Sciences, D2 Risk and diagnosis of dental caries, D3 Decision-making for non-invasive treatments, D4 Decision-making for invasive treatment, and D5 Evidence-based cariology at community level. Stage 3- Consensus. Stages 2 and 3 were held in Workshop format in virtual mode (W). Stage 1- Of the total 20 Google forms sent to the AU, 13 responses were received: 7 from National Universities and 6 from Private Universities. All participants agreed to be part of the consensus. Stage 2- W: 20 representatives from 10 AU participated. It began with a contextualizing conference, after which the representatives were divided into 5 groups to assess the agreements of each D. Stage 3- The Cariology Curriculum document was organized into 5 Domains, and 23 C and 31 I of clinical application were defined for teaching cariology. The contents and competences for each domain were agreed upon. The final document was sent to all W participants for their approval and dissemination in each AU involved. Cariology contents were defined for dentistry students at Universities in the Argentine Republic.

Assessing the Impact of the COVID-19 Pandemic on the Transition from Baccalaureate to Higher Education: A Case Study

This case study assesses the transition of students who have completed their baccalaureate in virtual mode to a face-to-face higher education model in the post-pandemic era. The proposed hypothesis suggests that the rapid transformation to virtual education due to the COVID-19 pandemic has harmed students' learning and academic performance, resulting in a decline in educational quality. A mixed methodology combining quantitative and qualitative data collection techniques was employed. For this purpose, an online questionnaire was applied to collect quantitative data and was complemented by a focus group technique to obtain more detailed qualitative data. The results supported the hypothesis, and it was concluded that the lack of social and emotional skills and the low quality of education received in virtual education may have left students in a difficult situation to adapt to face-to-face education in higher education.

Pedagogical Strategy Based on the Application of Design Thinking Techniques for the Teaching-Learning Process of Research Methodologies in Psychology Students of the Technical Corporation for Human, Social and Cultural Development of Colombia- CORPODESC, 2023

This master's thesis was born as a commitment to improve the training processes of university students around the teaching of research methodologies; thus creating a new way of bringing knowledge of the scientific method to students in a dynamic, creative, practical and innovative way. This exercise was carried out at the Technical Corporation for Human, Social and Cultural Development of Colombia (Corpodesc), specifically in its psychology program that is implemented through virtual education; The main objective of this work was to develop a pedagogical strategy based on the application of design thinking techniques for the teaching- learning process of research methodologies in psychology students at Corpodesc. To carry out this process, different theoretical components were taken into account, such as the conceptualization of design thinking and the design thinking model for educators, as well as those related to the competency-based educational model for professional training. To operationalize this research project, it was framed under the interpretative paradigm with a qualitative approach; using the practical design type of participatory action research. The sample consisted of 18 seventh-semester psychology students in virtual mode who were taking the subject of 'research methods in psychology'; all of whom participated in the strategy designed. For data collection, the 'Scale to Measure Attitudes towards Research (EACIN)2 was selected in the diagnosis, and a structured interview was applied for the evaluation. Among the main results of the study with respect to the diagnosis was that a significant percentage of the students had a level of favorability around research, although their main deficiencies were around procrastinating as much as possible the activities related to research or having little culture of reading research papers. Regarding the evaluation of the strategy, what can be highlighted is that the students stated that the teaching of research methodologies under the conception of design thinking made it much more practical, dynamic, innovative, interesting and much easier for them to integrate the theoretical with the pragmatic aspects of the research. It is concluded from this whole process that the design thinking methodology does have the capacity to be adapted to the teaching-learning processes of research methodologies at the undergraduate level, however, it is important to carry out more studies that allow a differentiation of effectiveness between this way of teaching and the traditional way.

Spatial Ability Performance in Interior Design and Architecture: Comparison of Static and Virtual Reality Modes

Recent advancements in virtual reality (VR) technology have enabled its integration into learning diverse aspects of spatial components and relationships in the field of spatial design, as well as designing, communicating, collaborating, and managing complex building projects. With the growing interest in incorporating VR technology in spatial design, examining whether people understand, perceive, and perform spatial tasks in the same way in VR as they do in static modes is essential. Thus, the purpose of this study was to compare spatial ability performance in a conventional static paper–desktop mode and an interactive VR mode. Thirty students completed the Architecture and Interior Design Domain–Specific Spatial Ability Test in both modes. Their visual cognitive style was measured with the Object–Spatial Imagery Questionnaire, and their responses to the usability of the VR mode were analyzed. The results revealed: (a) significant difference in performance between static and VR modes, including better performance in three spatial visualization subconstructs in static mode than in VR; (b) no gender difference in VR mode; (c) a tendency of spatial visualizers to benefit from VR mode; and (d) a tendency of people with high spatial ability to be more susceptible to test mode. Overall, the results contribute to expanding our understanding of spatial ability performance in different test modes and provide insights concerning the integration of VR into the development of spatial ability tools and education.

Virtual mode of disseminating oil palm technologies duringCovid-19 – An Appraisal

Development of oil palm across the country necessitates organizing capacity building programmes on oil palm which is taken up regularly by ICAR-IIOPR. During Covid-19 pandemic situation ICAR-IIOPR opted for online mode for disseminating oil palm technologies. ICAR-IIOPR had organized 13 virtual trainings to about 632 officers during 2020-2022. Feedback of IIOPR virtual trainings was collected from the participants by using standardized questionnaire and data was compiled and statistical tools such as frequencies and percentages were used to know the results and draw inferences. Data was tabulated for parameters viz., devices used, interaction, virtualcommunication, time management etc. and it was found that 45.16 % trainees expressed that their overall feeling about IIOPR virtual trainings was good.

Impact of Antenatal Care Modifications on Gestational Diabetes Outcomes During the COVID-19 Pandemic

BackgroundMany of the adverse outcomes of gestational diabetes mellitus (GDM) are linked to excessive fetal growth, which is strongly mediated by the adequacy of maternal glycemic management. The COVID-19 pandemic led to a rapid adoption of virtual care models. We aimed to compare glycemic management, fetal growth, and perinatal outcomes before and during the COVID-19 pandemic. MethodsA retrospective cohort study was conducted between 2017 and 2020. Singleton pregnancies complicated by GDM were included in the study. The cohort was stratified into “before” and “during” COVID-19 subgroups, using March 11, 2020, as the demarcation time point. Women who began their GDM follow-up starting March 11, 2020, and thereafter were allocated to the COVID-19 era, whereas women who delivered before the demarcation point served as the pre–COVID-19 era. The primary outcome was the rate of large-for-gestational-age (LGA) neonates. Secondary outcomes included select maternal and neonatal adverse outcomes. ResultsSeven hundred seventy-five women were included in the analysis, of which 187 (24.13%) were followed during the COVID-19 era and 588 (75.87%) before the COVID-19 era. One hundred seventy-one of the 187 women (91.44%) followed during COVID-19 had at least 1 virtual follow-up visit. No virtual follow-up visits occurred before the COVID-19 era. There was no difference in the rate of LGA neonates between groups on both univariate (5.90% vs 7.30%, p=0.5) and multivariate analyses, controlling for age, ethnicity, parity, body mass index, gestational weight gain, chronic hypertension, smoking, and hypertensive disorders in pregnancy (adjusted odds ratio [aOR] 1.11, 95% confidence interval [CI] 0.49 to 2.51, p=0.80). In the multivariate analysis, there was no difference in composite neonatal outcome between groups (GDM diet: aOR 1.40, 95% CI 0.81 to 2.43, p=0.23; GDM medical treatment: aOR 1.20, 95% CI 0.63 to 2.43, p=0.5). ConclusionsAfter adjusting for differences in baseline variables, the combined virtual mode of care was not associated with a higher rate of LGA neonates or other adverse perinatal outcomes in women with GDM. Larger studies are needed to better understand the specific impact of virtual care on less common outcomes in pregnancies with GDM.

A novel DT-based intelligent experiment method for complex industrial products

To alleviate the contradiction between multi-disciplinary coupling, high intelligence, and the difficulty in conducting direct experiments for product testing in the industrial field, a new method of intelligent experiment is proposed based on the digital twin. This method exhibits typical characteristics such as the joint integration of knowledge and data and the fusion of virtual and physical elements. The intelligent experiment technology framework suitable for complex industrial product experiment is established through a four-step intelligent experiment transformation method in the industrial field. These steps include a laboratory prototype experiment, a virtual simulation experiment, a hardware-in-the-loop experiment, and a virtual-physical fusion experiment. Aiming to address three typical engineering problems related to position and posture, posture and performance coupling, and micro force testing, three knowledge and data joint driving methods based on Virtual Reality (VR) multidisciplinary fusion calculations are proposed. A multi-agent operation scene is created, which maintains shape, space–time, physical behavior, performance, and macro–micro consistencies. Design and monitoring experiments are completed to achieve the co-evolution and closed-loop feedback between the physical and virtual dimensions. Taking the hydraulic support used in coal mines as an example, a high confidence agent model is established based on the single-machine hydraulic support posture monitoring and loading test bench. Through a virtual and physical cooperative operation mode involving multi-agents and physical models, six types of experiments are designed, including pose, force, and monitoring. Relevant experimental research shows that the requirements of industrial experiments can be met under laboratory conditions. This experiment framework can provide reliable experimental support for the optimization and intelligent monitoring of complex industrial products.

Growing intercultural speakers in novice Italian: A virtual versus face‐to‐face comparison

AbstractIntercultural competence (IC) has been identified as a crucial outcome of world language education. The purpose of the study is to compare possible differences in IC development between face‐to‐face and asynchronous virtual modes of delivery that were taken as emergency measures early in the COVID‐19 pandemic for a beginning Italian course with 18‐ to 22‐year‐old students. The American Association of Colleges & Universities Intercultural Knowledge and Competence Valid Assessment of Learning in Undergraduate Education Rubric serves as a theoretical framework to determine learning outcomes and guide qualitative assessment. Applying a mixed‐methods approach, the study collects quantitative data using the Intercultural Knowledge and Competence Short Scale and qualitative data from student reflection assignments for both face‐to‐face (2019) and asynchronous virtual (2020) courses. A comparison of IC development between the two cohorts shows similar achievement of intercultural learning in both modes. Implications for IC development in language classrooms are discussed.

Modeling and control of vascular dementia disease by exact dosing of medicines

AbstractAlzheimer's and vascular dementia (VD) is the most common neurodegenerative syndromes so the patients lead to loss of memory, a cerebral and behavioral malfunction which may be diagnosed by the presence of two types of neuropathological characteristics such as extracellular plaques consisting of amyloid‐β‐peptides and intracellular neurofibrillary tangles of hyperphosphorylated‐tau‐proteins. Accumulation of these components in the brain needs prediction using models, an alternate tool of experimentation. Mathematical models representing neuroanatomical with pathophysiological characteristics are formulated using continuity balances of bio‐materials to encompass vascular‐cognitive‐impairment. The partial/ordinary differential mathematical model of VD has been simulated in this work and has been used to synthesize control schemes for the prevention of the disease. The non‐linear model has been implemented for prediction‐based automatic control of VD (in virtual mode) with four manipulated physical variables of the patient, concentrations of intracellular amyloid‐beta, tau‐proteins, and microglia; where the virtual controller considers medicinal doses (using virtual nanodosing pumps) to maintain the concentrations of extracellular amyloid‐β‐peptides and neuronal dead‐cells by regulating the oxygen level of the brain within the prescribed level in the clinic. A comparison of performances between the model‐based‐predictive controller (MPC) and PI controllers shows that the former controller is better. Wireless monitoring of amyloid‐beta and tau‐protein from Cerebro‐fluids can be used to design MPC for automatic nanodosing of medicines to prevent dementia. These strategies can be commercially exploited for pharmacological involvement and useful for society to prevent dementia and later Alzheimer's.

Thoughts on Legal Protection of Consumer Rights and Interests under the Mode of "Live Streaming with Goods"

With the development of the network and the comprehensive popularization of intelligent terminals, live streaming with goods has become the most popular sales model at present. However, due to the virtual transaction mode of live delivery, the main body of live delivery is complicated, and the legitimate rights and interests of consumers may be violated due to a variety of problems in live delivery sales. And in the consumer rights will be difficult to complain, evidence difficulties and other problems. This paper mainly discusses the necessity of consumer rights and interests protection in livestreaming with the characteristics of livestreaming with goods, and explores the legal protection strategy of consumer rights and interests under the livestreaming with goods mode.

Does Participation in Virtual or In-Person Preoperative Education Relate to Reduced Length of Stay After Total Joint Arthroplasty?

Advancements in surgical procedures for total joint arthroplasty (TJA) have resulted in more effective procedures with more rapid recovery. To prepare patients for surgery, many organizations offer a preoperative "joint class," which has been associated with reduced length of stay (LOS). Virtual modes of education are increasingly favored for those having TJA. To determine whether participation in an individually administered preoperative educational session ("Prehab") relates to reduced LOS or increased likelihood of same-day discharge (SDD) for those undergoing TJA. Additionally, to establish whether and the virtual mode of education provision is superior or inferior to the in-person mode with regards to LOS benefits. The author conducted a case-control study of 2532 patients who had a primary or revision TJA between January 2022 and August 2022 at a single institution. Data were obtained from the electronic medical record. A total of 1118 patients attended Prehab; 1414 patients did not. Patients were included if they were over the age of 18 and had a total hip arthroplasty (THA) or total knee arthroplasty (TKA) during the study period. T-tests, chi-square χ2 tests, and binomial logistic regression were used to evaluate the LOS and SDD outcomes for those who participated in Prehab compared with those who did not. Those receiving Prehab in any form had shorter LOS than those who had not. Those receiving virtual Prehab had the shortest LOS. There was no difference in the rate of SDD for outpatient-class patients. Preoperative education is associated with LOS benefits to patients undergoing TJA. The virtual mode of education provision is at minimum non-inferior, and may be superior, to the in-person mode. The lack of statistically significant between-group differences for SDD outcomes may be explained by a lack of SDD-specific educational content provided during Prehab.

A Study on the Pre- and Post-Pandemic Media of Instruction and Learning Effectiveness in Information Systems Courses

The objective of this study is to understand the effectiveness of medium of instruction based on student performance in courses offered face-to-face prior to the pandemic and virtual hybrid mode after the onset of the pandemic from a media richness theoretical perspective. This study analyzed data from 1157 students from 43 Information Systems courses over a 6-year pre- and post-pandemic period. This study analyzed student performance data from face to face and virtual hybrid courses across medium of instruction, type of course, course level, and gender. Overall, students performed better in face-to-face classes prior to the pandemic than the virtual hybrid courses. Across gender, and type of course, and course levels, face-to-face medium of instruction was found to be best for student performance. The post-hoc interviews with students and faculty indicated that face-to-face was the choice of instruction medium for technical courses and virtual hybrid mode was preferred for theory intensive conceptual courses, confirming the results from the data analysis.

Internal Organizational Communication in Remote Work: An Analysis of Higher Education Entities

The pandemic forced universities to change from face-to-face to virtual mode, modifying the way in which teaching and coordination is managed in educational institutions. The organization of communication in universities is fundamental for teachers to be able to interact, converse and obtain the appropriate information to transfer information to students.

Development and Viability of an Alternative Virtual-Contextual Model in Teacher Training: Continuity Initiative in Laid-back Settings

Initiatives to ensure the continuity of training programs within the COVID-19 environment had been regarded emergent and discretionary particularly in laid-back settings. The training initiative to improve the professional practice of 35 public primary school teachers in Sumba, one of the remotest islands of Nusa Tenggara, Indonesia fitted this mold. The call for a responsive training that grounds teachers’ teaching and the context of their professional training remained a vantage point for systemic exploration. Qualitatively designed, this study explored the practicality of combining the virtual and the conventional teacher training mode. It hinged on a 1-year training period, of which five months charted the implementation of the face-to-face or conventional mode and the next seven months spanned the implementation of both virtual and conventional training modes. Guided by the systemic analysis approach, data collection emerged into two timelines. Phase 1 data collection framed the conceptualization of the virtual-contextual model and Phase 2 data collection grounded the operational features of the alternative-virtual framework. For validity triangulation, three external master trainers of trainers (MTOT) scrutinized the frameworks and a school site mentor, the overseer of the training program. Likewise, data from related trial studies formed integral part in the revisions of the training models. Formative and summative trainee artifacts such as lesson plans, teaching and learning materials, reflection notes, self- and peer reviews as well as interview typescripts were pooled, thematically coded, and inductively analyzed. Moreover, demonstration teaching tasks were assessed and were used to explain teacher practice orientations and improved changes. The findings yielded four (4) combined delivery strategies featuring the virtual-contextual model: (1) virtual synchronous training and asynchronous training; (2) teacher and peer interactive activities and formative support from the school-based mentor; (3) online and direct feedback from virtual trainers and school-based mentor; and (4) workplace formative-summative assessment and intermittent incentives with parallel extrinsic reinforcement. In conclusion, the combined outcomes of these four strategies propelled a layered yet mutable or alterable teaching attributes in the aspects of pedagogical content knowledge (PCK), namely: curriculum knowledge, learning instruction, understanding how students learn, and specific content mastery.