Virtual Simulation Technology Research Articles

Application of Physical Modeling and Virtual Simulation Technology in Measuring the Performance of Subway Train Tracking and Operation

Application of Physical Modeling and Virtual Simulation Technology in Measuring the Performance of Subway Train Tracking and Operation

Development and Control of Virtual Industrial Process using Factory IO and MATLAB

In today's rapidly evolving business landscape, the strategic adoption of virtual manufacturing methods has emerged as a key driver for companies seeking to streamline operations and expedite product launches in a cost-effective manner. This progressive approach involves the creation of a synthetic and interconnected environment, empowered by advanced software tools and systems, including Virtual Reality and Simulation technologies, tailored to optimize industrial processes. Our methodology employs a unique combination of two simulation software tools: Factory I/O for process development and MATLAB for control program implementation. Furthermore, we explore the use of the Modbus TCP/IP communication protocol as the framework for seamless interaction between these software tools during simulation. This research presents practical insights into the transformative potential of virtual manufacturing, showcasing its real-world application in enhancing operational efficiency and agility within industrial settings.

The Application of Virtual Simulation Technology in the Intelligent Education Platform

The Application of Virtual Simulation Technology in the Intelligent Education Platform

Application of virtual simulation technology in epidemiology education: a systematic review

Objective: To systematically review the progress, advantages, disadvantages, precautions and future trends of virtual simulation technology used in epidemiology teaching. Methods: A systematical literature retrieval was conducted by using PubMed, Web of Science, Embase, China National Knowledge Infrastructure, Wanfang Data and VIP Paper Check System with key words of epidemiology, teaching and virtual simulation, and the literatures included were screened and classified with narrative integration method. Chinese virtual simulation teaching platforms were used to select the literatures about existing epidemiology virtual simulation teaching projects for integration and analysis. Results: A total of 22 articles were included (7 in Chinese and 15 in English), most of which were teaching projects for students majoring in Public Health. We also found 24 national first-class courses and 21 provincial first-class courses in virtual simulation of epidemiology in China. The application of virtual simulation technology in epidemiology education is still in its infancy, and the interaction degree is mostly moderate. It is mainly used in three scenarios: improving the visualization degree of complex concepts and structures, training the operational skills through low-risk and low-cost virtual environment, serving as an effective supplement to the teaching of epidemiological field investigation and response to public health emergencies. In terms of effect, it is conducive to students' understanding of epidemiology related phenomena and principles, and has the advantages of breaking through time and space constraints, reducing teaching costs and risks, improving students' attention and satisfaction and so on. However, it also faces the lack of foundation in the initial stage, and some students have problems such as psychological and physiological discomfort. In the future, we need to optimize the development process, program design and so on. At the same time, we should conduct more in-depth research on cost calculation, effect evaluation and curriculum integration. Conclusions: The application of virtual simulation technology in epidemiology education is an important part of training high-level applied public health talents. We encourage to actively carry out virtual simulation teaching in epidemiology, and train public health talents with Chinese characteristics.

Development and evaluation of a PICC virtual simulator in neonatal nursing: A randomized controlled trial

BackgroundPeripherally Inserted Central Catheter (PICC) is essential in neonatal care, especially for critically ill infants. Traditional training for neonatal PICC insertion faces challenges such as high costs and limited practice opportunities. Virtual simulation technology has emerged as a potential training tool, providing a realistic, risk-free learning environment. ObjectivesThe study aimed to assess the effectiveness of a virtual simulation teaching system in neonatal PICC care training, focusing on improving nursing students' knowledge， skills and interest in pediatric nursing. DesignA quasi-experimental design was used, with assessments conducted before and after the activity. ParticipantsThe study involved 58 graduate nursing students from China Medical University, divided into experimental and control groups. MethodsThe System Usability Scale (SUS) was utilized to assess teachers' experiences with the PICC virtual simulation software. Students' perceptions of the software and their interest in pediatric nursing were measured using Self-Administered Questionnaires. Furthermore, Theoretical and Operational Assessments were applied to determine the extent of students' knowledge and practical skills before and after experimentation. ResultsTeachers and students have favorably evaluated the software system, with notable improvements in theoretical scores following testing. While the virtual simulation system does not enhance practical skills, it does increase student interest in pediatric nursing and employment. ConclusionsThis neonatal virtual simulation software serves as a complement to, rather than a replacement for, traditional clinical training. Its integration into educational programs significantly enhances learning outcomes.

Assessing Student Satisfaction When Using Virtual Reality Content on the Example of Injection Manipulations

The scientific substantiation of the effectiveness of the use of virtual simulation technologies in the system of training medical personnel will significantly improve the quality of the formation of practice-oriented competencies among students of medical universities.

Analysis of the efficiency of theoretical knowledge and practical skills acquisition by intern doctors using the “Body Interact” virtual patient simulator in the conditions of today’s challenges

The aim of the work is to evaluate the efficiency of theoretical knowledge and practical skills acquisition by intern doctors using the body interact virtual patient simulator in distance (offline) and traditional (online) form of education. Materials and methods. The study involved 22 interns in the second year of study of the specialty “Internal Diseases”. 17 of them studied in offline format, 5 – in distance (online) format. The efficiency of theoretical knowledge acquisition was evaluated based on the results of the Integrated License exam “KROK 3. General Medical Training”. The efficiency of practical skills acquisition was determined by passing scenarios of providing medical care using the virtual patient simulator “Body Interact”. Results. It has been established that the effectiveness of traditional (offline) and distance (online) learning is comparable in terms of theoretical knowledge acquisition which is evidenced by the comparative results of passing the Integrated License exam “KROK 3. General Medical Training”. The results of passing the state license integrated exam “KROK 3. General medical training” and the virtual patient “Body Interact” had no correlation, which indicates the insufficient representativeness of the test assessment regarding the practical skills acquisition. Traditional (offline) learning is more effective in practical skills acquisition, which is confirmed by the better results of passing scenarios of providing medical care using the virtual patient program “Body Interact” in the group of traditional form of education compared to the group of online learning. Conclusions. Utilizing virtual patient simulation technology such as “Body Interact” in the training of intern doctors not only enhances the acquisition of theoretical educational material but also offers an opportunity to practice practical skills. This is particularly valuable in light of resource constraints resulting from COVID-19 and martial law. Implementing the “Body Interact” virtual patient technology into daily educational practices, especially in the context of distance learning, is advisable.

Research on the Application of Virtual Simulation Technology in the Safety Management of Coal Mining

Research on the Application of Virtual Simulation Technology in the Safety Management of Coal Mining

Reserving the human touch in nursing education while integrating virtual reality and simulation

In the ever-evolving landscape of nursing education, the integration of virtual reality (VR) and simulation technologies presents both promise and challenges. Although these innovative tools offer unparalleled opportunities for skill acquisition and clinical reasoning, concerns have arisen regarding the potential erosion of compassionate care at the core of nursing practice. The article explores the balance between technical proficiency and compassionate care in nursing education. The importance of comprehensive educator training in utilizing VR and simulation to instill humanistic values, along with the need for curriculum development that seamlessly integrates compassionate care throughout nursing programs, is underscored. By emphasizing the integration of empathy, emotional intelligence, and reflection into VR and simulation experiences, nursing education can ensure that graduates possess the skill sets and values essential for patient-centered practice. The preservation of human touch remains a priority and a cornerstone in the preparation of nursing professionals equipped to deliver holistic and empathetic care in an increasingly technology-driven healthcare landscape.

Optimising Learning Outcomes: A Comprehensive Approach to Virtual Simulation Experiment Teaching in Higher Education

The development of online virtual simulation test teaching programs has recently been in increasing demand due to the lack of traditional test teaching resources in colleges. This research aims to optimize the delivery of experimental teaching in higher education by harnessing the potential of virtual simulation technology. However, several challenges and limitations must be addressed to attain optimal learning outcomes. Data collection methods encompassed questionnaire surveys, multi-subject interviews, and regression analysis to examine underlying issues and trends in this teaching approach. This study underscores three vital dimensions for enhancing virtual simulation experiment teaching in colleges. Firstly, the integration of online and offline teaching modes is essential to broaden the spectrum of test-teaching scenarios. Secondly, technological advancements are pivotal in bolstering the reliability and authenticity of virtual examinations. The incorporation of virtual reality and artificial intelligence significantly enhances the realism and accuracy of virtual experiments, making them more effective in simulating real-life scenarios. Lastly, adapting the teaching model to accommodate diverse levels and facets is crucial for optimizing student learning experiences and outcomes. Tailoring teaching strategies and methods to individual student needs fosters a more personalized learning experience. Additionally, the paper highlights the significance of evaluating the effectiveness of virtual simulation experiment teaching through various assessment methods, including formative and summative assessments. This evaluation process enables teachers to identify areas for improvement and refine teaching practices to achieve better learning outcomes for students. As a result, this research provides valuable insights into the potential of virtual simulation technology in higher education and offers a roadmap for its successful implementation.

Construction of a Virtual Simulation Practice Teaching System of the Chemical Industry Under the Background of Integration of Production and Education

With the development of the integration of production and education, chemical engineering and technology education is facing many new challenges and opportunities. The construction of a chemical virtual simulation practice teaching system under the background of integration of production and education aims to improve students’ learning efficiency and innovation ability with the help of virtual simulation technology, so as to meet the needs of future industrial development. This paper discusses the significance of the construction of the system, analyzes the difficulties and challenges that may be encountered in the construction process, and evaluates the effective strategies to strengthen the construction of the system. Through the introduction of virtual simulation technology, students can improve their practical skills and innovation ability, and better adapt to the development needs of industrialization and informatization.

The Innovative Role and Practical Exploration of Virtual Simulation Driven by Artificial Intelligence

This paper discusses the innovative role and practical application of artificial intelligence (AI) and virtual simulation technology in the field of art design. The article first outlines the impact of AI on art designers, including data analysis and prediction, adaptive optimization and independent innovation and creation. The application advantages of virtual simulation technology in art design are discussed, such as intuitive preview effects and freer creative space. The article further analyzes the development prospects of the integration of AI and virtual simulation technology, including the intelligent, immersive experience and intelligent creation of art design.AI has broad application prospects in art design, which can shorten the design cycle, provide personalized design optimization solutions, and reduce the cost of trial and error through simulation and prediction. Virtual simulation technology brings an immersive experience to users through a three-dimensional interactive environment, and combined with the personalized adjustment of AI,it can further enhance the user experience. Finally, the article looks forward to the future of AI and virtual simulation technology in art design, indicating that art design will develop in a more intelligent and humanized direction, bringing more innovative and personalized experiences to designers and users.

Using virtual and augmented reality to study architectural lighting

This paper presents industry stakeholder insights from the implementation of a dual modality intervention using virtual and augmented reality simulation to study complex lighting theory in architecture design. Using a design based research method the aim is to evaluate these insights and inform a pilot study to educate first year architectural design students on the complexities of lighting the built environment and methods to improve architectural workflow. The aim is to enable learners to experience natural and artificial lighting methods comparatively in real-time through multiple comparative visualisation methods. This is important to make informed evaluations regarding architectural designs in terms of spatial quality, character, performance, and user-comfort levels. This in turn allows architects to rapidly modify their designs to accommodate or mitigate the environmental effects. Outcomes from the initial usability test highlight the ability to switch back and forth between the virtual and augmented reality simulation technology, and between lighting visualisation modes as a huge step forward by the industry stakeholders. Additionally, the idea of representing the physical building where the simulation took place virtually using a detailed mapping gave a real-world anchor that made the simulations easy to navigate, leading to improved satisfaction and engagement. However, the study also highlighted improvements in the delivery of the simulation is required to improve simulation learnability and efficiency.

Revolutionizing Drama Education: A Journey through Virtual Simulation Technology

In this paper, we deeply discuss the practical application of virtual simulation technology in the field of drama teaching. First, we analyze how virtual simulation technology can improve the efficiency of drama teaching through simulation, intelligent interaction and personalized learning. Subsequently, we detail how virtual simulation technology can help educators create more innovative and immersive drama courses. Finally, we delve into the challenges that may arise when integrating virtual simulation technology into drama teaching and propose solutions to overcome these obstacles in order to optimize the effectiveness of drama teaching. The purpose of this paper is to provide educators with a fresh perspective to better understand and utilize the potential of virtual simulation technology in drama teaching and learning.

Research on Pathology Information Management of Educational Architectural Heritage Based on Digital Technology: The Case of James Jackson Gymnasium

Rapid advances in technology have led to an increasing demand for this type of information in the field of cultural heritage and architectural conservation. The article aims to use digital technology to obtain, record, store, and display accurate and intuitive information about architectural heritage for daily management and repair of that heritage. This article conducts a comprehensive and in-depth study of the pathology information from the James Jackson Gymnasium, a typical case of the modern educational architectural heritage of Wuhan. Research contents include obtaining point cloud data through 3D scanning, constructing Building Information Modeling (BIM) 3D models and pathological information models to visualize the affected parts, using the Monument Damage Diagnostic System (MDDS) to establish a pathological information map management system, using virtual simulation technology and digital repair technology to diagnose and repair the affected parts, and establishing a systematic architectural pathology information database to explore the causes of architectural pathology from a multidisciplinary perspective. The authors aim to gradually promote this method and build a systematic pathological information database of architectural heritage. This utilizes the sharing characteristics of information technology to transcend the barriers of time and space and provide important support for heritage protection and pathology management. The Architectural Pathology Information Management System is proposed as an innovative solution to promote the sustainable conservation of architectural heritage through digital technology.

The Application of Laser-Scanning 3D Model Reconstruction Technology for Visualizing a Decommissioning Model of the Heavy Water Research Reactor

Currently, over 100 nuclear power units globally have been in operation for more than 40 years. Hindered by the limitations of computer technology at the time, these nuclear facilities lack detailed electronic drawings. Activities such as equipment replacement and process circuit system modifications during operation result in discrepancies between paper drawings and actual conditions. Given the complexity and irreversibility of nuclear facility decommissioning activities, virtual simulation technology is often employed before the decommissioning process begins to assist in designing and validating decommissioning plans. Consequently, the creation of high-precision 3D models is crucial for subsequent decommissioning designs. Through innovatively utilizing laser-scanning 3D model reconstruction technology in the reconstruction of the model of China’s first heavy water research reactor undergoing decommissioning, this paper provides an overview of the process of laser-scanning 3D model reconstruction and its application in reconstructing the heavy water research reactor model. Using a 3D laser scanner, four decommissioning areas of the heavy water research reactor, including the reactor building, secondary water pump room, ventilation center, and low-level radioactive wastewater storage tank area, were subjected to 3D laser scanning. The acquired point cloud data from 572 scanning stations were processed using point cloud processing software for denoising, stitching, and triangulation. The triangulated model was then imported into modeling software for 3D reconstruction, ultimately establishing a digitalized model of the heavy water research reactor suitable for subsequent decommissioning simulation and design.

Teaching Model of Soccer Training Based on Virtual Simulation Technology

Virtual simulation technology, a cornerstone of modern innovation, revolutionizes the way we interact with virtual environments, offering immersive experiences across various fields. By leveraging computer-generated simulations, this technology replicates real-world scenarios, enabling users to engage in lifelike experiences without physical constraints. From training simulations for professionals in healthcare, aviation, and military sectors to virtual reality gaming and architectural visualization, virtual simulation technology transcends traditional boundaries, fostering experiential learning and enhancing decision-making processes. Its applications extend to education, where students can explore complex concepts in science, history, and art through interactive simulations, promoting active learning and knowledge retention. As technology continues to evolve, virtual simulation remains at the forefront, continually pushing the boundaries of what is possible in immersive experiences. This paper presents a novel teaching model for soccer training, leveraging virtual simulation technology augmented by Hierarchical Training Feature Co-ordinates Recurrent Network (HTF-RN). The proposed model aims to enhance the effectiveness and efficiency of soccer training programs by providing immersive and interactive experiences in virtual environments. Through simulated experiments and empirical validations, the efficacy of the HTF-RN-enhanced virtual simulation teaching model is evaluated. Results demonstrate significant improvements in player performance, tactical understanding, and decision-making abilities compared to traditional training methods. For instance, players trained using the HTF-RN model exhibited a 25% increase in goal-scoring accuracy and a 30% improvement in passing precision. Additionally, the model enabled coaches to customize training sessions based on individual player strengths and weaknesses, leading to more targeted and impactful training interventions. These findings underscore the potential of virtual simulation technology with HTF-RN in revolutionizing soccer training methodologies, paving the way for more effective player development and performance enhancement.

Adaptability of the Reform of Speaking Teaching Mode of Master's Foreign Language Based on Virtual Simulation Technology

The speaking teaching mode for mastering foreign languages at the master's level has been significantly enhanced through the integration of virtual simulation technology. By leveraging immersive simulations, students are provided with realistic scenarios and contexts for language practice and skill development. Through virtual environments, learners engage in interactive dialogues, presentations, and role-playing exercises, simulating real-life communication scenarios. This mode allows students to apply linguistic knowledge and cultural understanding in a dynamic and risk-free setting, fostering confidence and fluency in speaking. Moreover, virtual simulation technology offers personalized feedback and assessment, enabling instructors to tailor instruction to individual learning needs and track progress effectively. This paper explores the adaptability of the reformed speaking teaching mode for master's foreign language education, leveraging virtual simulation technology and Automated Statistical Deep Learning (ASDL). The integration of virtual simulation technology enhances the speaking teaching mode by providing immersive and interactive language learning experiences. ASDL algorithms analyze large-scale linguistic data and learner interactions within virtual environments to provide personalized feedback and optimize teaching strategies. Through simulated experiments and empirical validations, the adaptability of the reformed teaching mode is assessed. Results indicate significant improvements in student engagement, speaking proficiency, and learning outcomes compared to traditional methods. Students participating in virtual simulation-based sessions demonstrated a remarkable 35% increase in speaking proficiency compared to those in traditional classroom settings. Furthermore, learner engagement levels surged by 40%, indicating heightened interest and active participation in language practice activities facilitated by virtual environments. Automated Statistical Deep Learning (ASDL) algorithms, embedded within the virtual simulation platform, provided personalized feedback tailored to individual learner needs, resulting in a 25% enhancement in learning outcomes.

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.

Assessment and evaluation of online education and virtual simulation technology in dental education: a cross-sectional survey.

The global outbreak of coronavirus disease (COVID-19) has led medical universities in China to conduct online teaching. This study aimed to assess the effectiveness of a blended learning approach that combines online teaching and virtual reality technology in dental education and to evaluate the acceptance of the blended learning approach among dental teachers and students. The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) checklist was followed in this study. A total of 157 students' perspectives on online and virtual reality technology education and 54 teachers' opinions on online teaching were collected via questionnaires. Additionally, 101 students in the 2015-year group received the traditional teaching method (TT group), while 97 students in the 2017-year group received blended learning combining online teaching and virtual reality technology (BL group). The graduation examination results of students in the two groups were compared. The questionnaire results showed that most students were satisfied with the online course and the virtual simulation platform teaching, while teachers held conservative and neutral attitudes toward online teaching. Although the theoretical score of the BL group on the final exam was greater than that of the TT group, there was no significant difference between the two groups (P = 0.805). The skill operation score of the BL group on the final exam was significantly lower than that of the TT group (P = 0.004). The overall score of the BL group was lower than that of the TT group (P = 0.018), but the difference was not statistically significant (P = 0.112). The blended learning approach combining online teaching and virtual reality technology plays a positive role in students' learning and is useful and effective in dental education.