Virtual Simulation Experiment Research Articles

Research on the Construction of Emergency Relief Center Site Selection Model Based on Firefly Algorithm

Aiming at the problem of site selection of rescue center under multi-objective after natural disaster, this paper constructs a site selection model to minimize the freight cost and maximize the time satisfaction of disaster victims. Firstly, the site selection model framework will be constructed according to the objectives, secondly, the model framework will be set up with specific constraints, and finally, the improved firefly optimization algorithm (SGSO) will be applied to conduct virtual simulation experiments. The SGSO algorithm is only used with the theory of the set of good points for the algorithm to initialize the population, and at the same time, it combines the inverse chord function with the step convergence factor, and it designs a formula for updating the position of the individuals in the population. On the basis of passing 8 standard test functions, virtual simulation experiments are carried out, and it is concluded that the SGSO algorithm can effectively solve the multi-objective siting problem, and provide more ideas and guarantees for the future research.

Path Exploration of Digital Media Top Talent Training System in Higher Vocational Colleges Based on Virtual Simulation Experiment Teaching

The Fifth Plenary Session of the 19th CPC Central Committee emphasized in the vision goal of 2035 that it is necessary to build a country with strong education and talent. Building a top-notch talent training system and training a batch of top-notch innovative talents is an important foundation for building a country with strong education and talent. At the same time, the Ministry of Education proposed that virtual simulation experiment teaching is an important content of higher education information construction, and is the product of the deep integration of disciplines and information technology. The purpose of virtual simulation experiment teaching is to improve the innovative spirit and practical skills of college students in an all-round way and to share high-quality experimental teaching resources as the core. Through the new teaching form and novel way of virtual simulation, we can cultivate top-notch talents with high-quality and compound skills. Through the integration of production and education, we can achieve the natural match between the training of higher vocational talents and the needs of talents in the industry and enterprises.

Virtual Simulation Lab Experiments versus Conventional Experiments in Teaching Physics - Comparative Study

The debate regarding the use of virtual (online) labs and conventional (in lab) labs in teaching is still going on. The educators are divided into three groups regarding this issue, some are in favor of using virtual labs more than conventional ones, others are in favor of using the conventional labs more in teaching and the third group are in favor in implementing virtual experiments side by side with the conventional ones. The student opinions are very important for educators to get an in-field insight into their experience of using virtual labs. This will help the educators to decide which is more effective in teaching. We have conducted a survey on one of our Physics-2425 classes, seeking the opinions of the students about the use of virtual-simulation experiments versus the use of conventional experiments. During the lab period, the students worked on both types of experiments and some of the experiments were about the same physics principles. Our results show that working virtual labs enables the students to get more understanding than when working the conventional one due to the reduced limitations that the students usually encounter when working conventional labs due to the limited space/time. Other findings will be presented in this paper.

Research on the Application of the New Blended Teaching Model Based on Virtual Simulation Technology in Foreign Language Teaching

The reform of “Internet+” in higher education has been driven by the rapid development of information technology in recent years. While the blended teaching model has brought about greater openness in educational concepts and more humane teaching methods, its effectiveness in addressing students’ weak self-directed learning, lack of initiative, and insufficient practical abilities remains limited. In light of these challenges, this study thoroughly investigates the current status and primary problems of foreign language professional courses. The objective is to integrate virtual simulation technology with the traditional blended teaching model, creating a new blended teaching model for implementation in teaching practice. Two parallel classes from the 2020 English major at the researcher’s institution were selected as research subjects, with an experimental group and a control group established. The experimental group utilized the new blended teaching model based on virtual simulation technology, while the control group followed the conventional blended teaching model. After implementing the teaching methods, the effects were evaluated through two aspects: the scores of the final theoretical exams and the results of a survey. The experimental results reveal that the experimental group achieved higher scores in the theoretical exams compared to the control group, with a statistically significant difference (P<0.05). Additionally, the students in the experimental group demonstrated notable improvements in their self-directed learning abilities, learning attitude, and practical application skills after being exposed to the new blended teaching model. These findings indicate that the online-offline blended teaching model, which incorporates virtual simulation experiments, effectively combines the advantages of blended teaching and virtual simulation technology. Furthermore, it successfully enhances students’ academic performance. Thus, it is evident that this new teaching model caters to the individual learning needs of students and exemplifies the integration of theory and practice.

Teaching Practice of PLC Programming in Elevator Virtual Simulation Experiment Platform

Virtual simulation technology is now becoming the main focus of the experimental practice teaching link. The article describes how to design the control program of the PLC control system of a single 6-floor elevator based on EETbasic elevator simulation experiment platform and combined with Botou V18 and S7-PLCSIM Advanced V5.0 software under Siemens and apply it to teaching practice. The article first introduces the structure of the elevator system and the characteristics of EETbasic software, as well as the control principle of the elevator control system. Secondly, the settings of the virtual simulation software, the configuration settings of the Boto, and the communication settings between the software are introduced. Then, the modular and structured programming method of a single elevator control program based on FB block is introduced. Finally, the teaching situation and teaching effect of this virtual simulation experimental platform applied for 4 years are introduced. It is finally concluded that this virtual simulation teaching, not only improves the setting of related courses but also has a great promotion effect on students' systematic mastery of theoretical knowledge and enhancement of innovation ability, which can achieve the purpose of improving the quality of teaching.

An investigation for the efficacy of teaching model of combining virtual simulation and real experiment for clinical microbiology examination.

As a convenient teaching tool, virtual simulation experiment technology had been widely utilized in the field of medical education. However, virtual learning could not fully replace the benefits of in-person instruction. Therefore, finding ways to integrate both methods was crucial for achieving optimal educational outcomes. The objective of this study was to compare the effectiveness of the self-built virtual simulation and design experiment combining teaching mode and the traditional experimental teaching mode in the clinical microbiology examination experiment teaching. This study was conducted at Shandong First Medical University in China. The experimental group consisted of 100 third-year students from the grade 2020 majoring in medical examination technology, who underwent an innovative teaching model combining virtual and real experiments. The control group comprised of 100 third-year students from the grade 2019 in the same major, who received traditional experimental teaching model. In this study, we referred to grade 2020 as cohort 2020 and grade 2019 cohort 2019. The performance of both groups was assessed via experimental and theoretical testing. Meanwhile, survey questionnaires were administered to evaluate the efficacy of the innovative experimental teaching model and students' level of satisfaction with it. Cohort 2020 conducted a survey for modules 1 to 4, while cohort 2019 only conducted a survey for module 4, as detailed in the Appendix. The majority of students in the experimental group expressed satisfaction with the teaching model that combined virtual and real experiments, as evidenced by their superior performance on both experimental operational skills (87.54 ± 8.93 vs. 82.39 ± 10.55) and theoretical knowledge tests (83.65 ± 9.02 vs. 80.18 ± 8.24) compared to those in the control group. The combination of virtual simulation experiment and design experiment in the microbiological examination of clinical specimens represented an effective pedagogical approach. The instructional approach had the potential to incite a passion for learning, enhance proficiency in standardized experimental techniques, foster the ability to integrate theory with practice, and cultivate clinical reasoning skills.

Design and Implementation of Workshop Virtual Simulation Experiment Platform Based on Digital Twin

In an era where countries worldwide are emphasizing the process of educational informatization, traditional experimental teaching methods encounter inherent limitations, such as constraints related to the availability of experimental sites and the amount of experimental equipment. Consequently, it becomes a challenge to provide students with an unconstrained, open, and collaborative experimental environment. The digital twin, as a pivotal technology for achieving interactive mapping of the physical world and the information world, possesses attributes characterized by real time interactivity and the seamless fusion of virtual and tangible elements. As a result, various virtual simulation experimental teaching platforms grounded in digital twin technology are now extensively integrated into talent development initiatives. In the context of the “Production Planning and Control” course at Harbin Institute of Technology (HIT), the virtual simulation experimental teaching method is examined, leading to the creation of a virtual simulation instructional platform that blends the virtual and tangible realms, thanks to the foundation of digital twin technology. The virtual simulation experimental teaching platform detailed in this paper, specifically designed for optimizing scheduling within assembly line workshops, represents a pioneering model practice in the integration of digital twin technology into workshop-based experimental instruction and assumes an influential role in enhancing students’ grasp of theoretical knowledge and their capacity for practical innovation.

A comparative study on the effectiveness of online and in-class team-based learning on student performance and perceptions in virtual simulation experiments

BackgroundThe swift transition to online teaching in medical education has presented the challenge of replicating in-class engagement and interaction essential for active learning. Despite online team-based learning (TBL) offering potential solutions through structured cooperative activities, its efficacy in virtual simulation experiment courses remains scantily researched. This study investigates the effectiveness of online TBL for teaching virtual patient experiments in a basic medical laboratory course and contrasts it with traditional offline teaching in terms of student performance and perceptions.MethodsA comparative analysis involved 179 Year 3 medical students using online TBL, face-to-face TBL (FTF-TBL), and the flipped classroom (FC) approach. The learning outcomes were assessed based on experiment reports, IRAT scores, TRAT scores, and final exam performance. Students’ perceptions of both online and in-class TBL methodologies were also surveyed.ResultsBoth online and in-class TBL groups demonstrated comparable academic outcomes and surpassed the FC group in academic performance. Students displayed a marked preference for the TBL format (whether online or in-class), valuing its enhancement of learning interest and practical knowledge application. Nevertheless, refinements in discussion efficiency, platform convenience, and student-instructor interaction were indicated as potential areas of improvement in the online setting.ConclusionsOnline TBL, along with its in-class counterpart, showed superior academic performance and a more positive learning experience compared to the FC group. These findings underscore the potential of online TBL in adapting to modern pedagogical challenges and enriching medical education through virtual simulation experiments.

Investigation and Analysis on the Effect of Digital Teaching Means in Western Universities

With the continuous development of modern information technology, promoting the digitalization of education has become a strategic action. In this paper, the Logit model of virtual simulation experiment project satisfaction is constructed, and the empirical analysis is carried out based on the survey data of virtual simulation experiment project in Yunnan universities. The results show that: the project characteristics and experimental content of virtual simulation experiment have a positive effect on student satisfaction; The overall satisfaction of students with the development of virtual simulation experiment project is low; The development of digital teaching means in western universities is still hindered and its use effect still needs to be improved. Based on this, this paper puts forward relevant suggestions from various aspects, in order to strengthen the construction of virtual simulation experiment projects in western China, so as to further improve the use effect of digital teaching means in western colleges and universities.

Gasoline Engine Inlet Structure Design and Performance Analysis

By creating a three-dimensional model of the intake pipeline, using AVL software to mesh and virtual simulation experiments, using the control variable method, changing the temperature conditions and pressure conditions one by one to observe the flow of the air pipe and the cylinder, and observing the numerical changes of the flow direction coefficient and tumbling flow ratio, the best solution was found. Through the virtual simulation experiment of the 3D model, the influence of external factors such as temperature and pressure on the air flow in the cylinder is obtained. The relationship between the characteristic parameters of the air intake tract was found through AVL numerical simulation, and the established three-dimensional model could accurately obtain the data after testing, which provided theoretical proof for the subsequent optimization scheme. The experimental results show that the tumbling flow ratio is increased as much as possible without changing the flow coefficient and the fuel economy of the engine is improved. But it also affects the flow coefficient, making it go down. Temperature has little effect on the flow in the cylinder. The flow velocity in the cylinder changes significantly under different pressures, and the area of the vortex area increases.

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.

Rapid Transformation from Face to Face to Virtual Simulation During the SARS-CoV-2 Pandemic: Impact on the Simulation Process during “The Little Room of Horrors”

Objective1. To explore the feasibility of a rapid transformation from face to face to virtual simulation and its impact on the simulation process 2. To explore the efficacy of a rapid transformation from face to face to virtual simulation and its impact on the simulation process. MethodsThe simulation process (preparation, pre-briefing, simulation, and debriefing) was investigated for feasibility and efficacy from the perspective of the educators and students. This study took place very early in the pandemic, thus highlighting the speed at which it needed to be conducted and acknowledging the limitations of technology at the time. The faculty (n = 3) involved in the virtual simulation experiment and year one medical students(n = 61) were invited to participate in the study voluntarily. The module chosen for this study was the Introduction to the Practice of Medicine, where the students were introduced to the concept of patient safety using simulation-based education. The “Little Room of Horrors” – is a simulation based educational session emphasising the importance of patient safety. Students were taken into a simulated medical ward that demonstrated common hospital-based errors. The learners were timed and asked to identify and document as many patient safety hazards as possible. The semi structured questionnaire was analysed using descriptive statistics and thematic analysis. ResultsThe Educator's perspective reflected that virtual simulation was technologically dependent and had limitations during debriefing but was also a sustainable and portable standardised process. The student's perspective revealed that the objectives were met, and the session helped them support the theory previously learned. The average rating was 4.09 on a 5-point scale. InnovationWhen resources of the simulation center like space, mannikins, and faculty cannot be accessed for reasons like social distancing during a pandemic, virtual simulation was developed and used as a feasible alternative for our students without impacting the learning objectives. ConclusionThis study demonstrates the use of virtual simulation as a valuable option for teaching when face to face simulation is challenging or not possible.

The status of virtual simulation experiments in medical education in China: based on the national virtual simulation experiment teaching Center (iLAB-X)

ABSTRACT Background Virtual simulation experiments have been rapidly applied to medical education curricula in recent years. China constructed a national virtual simulation experimental teaching center (iLAB-X), and this platform covered almost all of the virtual simulation experiment curricula of domestic colleges or universities. We aimed to comprehensively assess the characteristics and usages of virtual simulation experiments in medical education based on iLAB-X. Methods A total of 480 virtual simulation experiment courses had been constructed on iLAB-X (https://www.ilab-x.com/) by December 20, 2022, and the curriculum level, type and design were all searched in this platform. We also conducted an evaluation of curriculum usage and online tests, including the page view, frequency of participation, number of participants, duration of experimental learning and passing rate of the experimental test. Results The national and provincial high-quality virtual simulation experiment curricula accounted for 33.5% (161/480) and 35.8% (172/480), respectively. The curricula were mainly set as basic practice experiments (46.5%) and synthetic designing experiments (48.8%). Significantly, forensic medicine (100%), public health and preventive medicine (83%) and basic medical sciences (66%) focused on synthetic design experiments. In terms of usage experiments, the average duration of experimental learning was 25 minutes per course, and the average number of participants was just 1257. The average passing (score ≥60) rate of online tests was 80.6%, but the average rate of score ≥ 85 was only 58.5%. In particular, the average page views, the number of participants, the duration of learning and the test passing rate of clinical medicine were relatively low. Conclusions The curriculum design features, construction level and utilization rate varied in different medical majors. Virtual simulation experiments are particularly underutilized in clinical medicine. There is a long way for virtual simulation experiments to go to become a supplement or alternative for traditional medical education in the future.

Design and implementation of fine-grained realistic 3D virtual simulation experiment

Abstract Based on the virtual simulation platform, this paper firstly builds a five-in-one comprehensive, realistic 3D virtual platform with teaching method orientation, experiment method frontier, course thinking daily, team building refinement, and assessment and evaluation comprehensiveness. Then the establishment of the UAV nonlinear mathematical model, the bit attitude calibration of the UAV model, the virtual simulation of the motion of the UAV model, and the construction of the UAV flight sky realistic model based on the UAV corner control of virtual reality technology, and also the analysis of the UAV formation keeping control research based on 3D virtual simulation. The results show that the UAV takes off from a random initial position, so the initial error is large, and then the formation holding error is less than 0.1m when flying in a straight line, and the formation error is less than 1.79 when coordinating a turn. When flying in formation for the 40s, the ground sends a formation spreading command to perform a reconnaissance mission, and this study has a catalytic effect on the development of UAV aerial photography virtual simulation.

Application of flipped classroom combined with virtual simulation platform in clinical biochemistry practical course

BackgroundThe study explores an innovative teaching mode that integrates Icourse, DingTalk, and online experimental simulation platforms to provide online theoretical and experimental resources for clinical biochemistry practical courses. These platforms, combined with flipped classroom teaching, aim to increase student engagement and benefit in practical courses, ultimately improving the effectiveness of clinical biochemistry practical teaching.MethodsIn a prospective cohort study, we examined the impact of integrating the Icourse and DingTalk platforms to provide theoretical knowledge resources and clinical cases to 48 medical laboratory science students from the 2019 and 2020 grades. Students were assigned to the experimental group using an overall sampling method, and had access to relevant videos through Icourse before and during class. Using a flipped classroom approach, students actively participated in the design, analysis, and discussion of the experimental technique. For the experimental operation part, students participated in virtual simulation experiments and actual experiments. Overall, the study aimed to evaluate students’ theoretical and operational performance after completing the practical course. To collect feedback, we distributed a questionnaire to students in the experimental group. For comparison, we included 42 students from the grades of 2017 and 2018 who received traditional instruction and were evaluated using standard textbooks as the control group.ResultsThe experimental group scored significantly higher than the control group on both the theoretical and experimental operational tests (82.45 ± 3.76 vs. 76.36 ± 3.96, P = 0.0126; 92.03 ± 1.62 vs. 81.67 ± 4.19, P < 0.001). The survey revealed that the experimental group preferred the teaching mode that combined the flipped classroom with the virtual simulation platform. This mixed method effectively promoted understanding of basic knowledge (93.8%, 45/48), operative skills (89.6%, 43/48), learning interest (87.5%, 42/48), clinical thinking (85.4%, 41/48), self-learning ability (91.7%, 44/48), and overall satisfaction compared with traditional methods (P < 0.05). This study demonstrates that an innovative teaching approach significantly improves the quality of clinical biochemistry practical courses and promotes students’ professional development and self-directed learning habits.ConclusionIncorporating virtual simulation with flipped classrooms into clinical biochemistry practical teaching is an efficient and well-received alternative to traditional methods.

Visual learning analysis of physical virtual simulation experiments based on heterogeneous data features

Abstract In order to provide a way to develop the teaching effectiveness of physics experiments, this paper optimizes the platform search engine by combining heterogeneous data features and representing document information as feature vectors based on visual learning analysis methods. The algorithm is dynamically adjusted according to the authority to build a network database. And the virtual physics experiments have interacted with virtual experimental equipment to build a physics virtual simulation experiment platform. The results show that the overall level of visual student portrait analysis is above 40%, and the average completion efficiency of visual evaluation tasks 1-9 is 87.9%, which helps the digital transformation and upgrading of experimental physics teaching and promotes the construction of high-quality virtual simulation experimental teaching system.

Research on the learning experience of virtual simulation class experimental teaching and learning based on the perspective of nursing students

BackgroundThe enrichment of information technology has impacted traditional teaching modes. The emergence of virtual simulation class experimental teaching software has effectively improved the quality of nursing experiment teaching. The learning experience of virtual simulation class experiment teaching and learning based on the perspective of nursing students is explored to provide a basis for improving related learning effects in the future.MethodsFourteen undergraduate nursing students were selected using the purposive sampling method for semi-structured interviews. The Colaizzi seven-step analysis method was used to collate and analyse the interview data.ResultsTwo themes and six sub-themes were considered during the data analysis. The two themes were positive experiences and negative experiences. In the positive learning experience, undergraduate nursing students showed a deep memory of authentic and diverse scenes, which presented knowledge in a clearly logical, visualised and stereoscopic manner. Negative experiences are manifested as significantly different learning efficiencies in different grades and subjects, and timing the delivery of teaching feedback is difficult.ConclusionVirtual simulation experimental teaching can promote the subjective initiative of nursing students’ learning and promote better coordination and unity in their image and theoretical thinking. Some advantages can be augmented by following the national educational policy, strengthening the information construction, combining the construction of virtual simulation experiments with the discipline’s characteristics and optimising the resources. This paper provides a reference for the future exploration of nursing education and further improving the construction of virtual simulation experimental teaching tools and resources.

Design and Optimization of Sugarcane Spiral Fertilizer Applicator Based on Response Surface Methodology and Artificial Neural Networks

To address the challenges of poor fluidity and low uniformity in conventional sugarcane fertilizer applicators, a novel dual-directional spiral fertilizer applicator has been developed. The working principle of the applicator is explained, and, after analyzing the agronomic requirements for sugarcane, the parameter range for key components of the applicator is determined. The spiral blade’s diameter, pitch, and rotational velocity are chosen as the experimental factors, with the average fertilizer discharge uniformity as the evaluation criterion. Virtual simulation experiments are conducted using the discrete element method and a quadratic regression orthogonal rotating combined design. Regression models for the evaluation criterion and various experimental factors are obtained. Additionally, a dataset created from these experiments was then used to construct an artificial neural network (ANN) prediction model. Response surface methodology (RSM) and the ANN were both used to analyze and predict the outcomes. The results indicate that the artificial neural network outperforms response surface methodology in terms of better fitting capability and higher prediction accuracy. The determination coefficient, mean squared error, and root mean square error are 0.99629, 0.99163, 0.07763, 0.17498, 0.27862, and 0.41831, respectively. When comparing the two models, the optimal parameter combination is determined to be a diameter of 90.1669 mm, a pitch of 59.7407 mm, and a rotational speed of 53.8944 r/min, resulting in an average fertilizer discharge uniformity of 92.0670%. An experiment with these parameters confirmed the simulated findings, revealing a maximum discrepancy of 2.4%. This study offers valuable insights into optimizing spiral fertilizer applicators.

Research on Virtual Reality Network Course Technology under Computer network technology

This paper explores the introduction of virtual simulation experiment as an auxiliary teaching method into the course teaching of computer network. This paper uses Packet Tracer virtual simulation software to explain the application of virtual simulation experiment teaching in computer network course in detail by introducing cases, analyzing cases, solutions, autonomous learning, basic steps, experimental tests and results. The practice proves that the virtual simulation experiment teaching is helpful to improve the teaching effect. This article through the image, intuitive, vivid graphical interface operation, convenient for students to understand and grasp the knowledge point.

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

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