Virtual Tools Research Articles

Lesson learned from assessing teachers’ and students’ perspectives regarding the quality of e-learning in medical education during the pandemic: a mixed-methods study

BackgroundThe evaluation of e-learning systems ensures the provision of quality training. The goal was to identify the perspectives of teachers and students on e-learning in medical education during the COVID-19 pandemic at Shiraz University of Medical Sciences (SUMS), Iran.MethodsThis study utilized a convergent mixed methods research design with a two-phase approach to collect and analyze data between June and August 2022. In the first stage, a cross-sectional descriptive study was conducted to evaluate the quality of e-learning systems from the perspective of 400 students. In the second stage, semi-structured interviews were conducted with 10 virtual education professors and 10 student representatives to identify the strengths, weaknesses, opportunities, and threats of virtual education. A validated questionnaire was administered to assess the quality of the e-learning system, and data were analyzed using SPSS-21. Qualitative data were subjected to content analysis.ResultsOur findings revealed that the student support system, the course structure, and the infrastructure and technology subscales’ mean scores were significantly higher than the average level (P < 0.001). However, the professors’ methods of teaching and learning strategies were unsatisfactory. The results of the present study showed that the evaluation mean score was significantly higher among, younger, female, and undergraduate students. Virtual education has strengths and weaknesses, and innovative approaches are needed to enhance student engagement. The lack of appropriate infrastructure and virtual teaching tools for teachers and students is a significant challenge that needs to be addressed. Blended learning is effective in medical education, and the shift from teacher-centered to learner-centered teaching approaches is an opportunity to explore innovative teaching approaches.ConclusionFrom the perspective of students, the quality of eLearning systems at the universities was moderate. Virtual education offers both benefits and drawbacks, and there is a requirement for innovative solutions to enhance student engagement and lessen boredom.

Using a nested virtualization tool for teaching VPN fundamentals

A common problem of undergraduate courses about security and computer networks is the difficulty of providing practical exercises to students. Although different approaches have been followed to solve this problem, it is still an open issue. In this work, we first discuss several possible open-source simulation/emulation/virtualization tools that could be used in the design of a lab session for teaching Virtual Private Networks (VPN) fundamentals based on OpenVPN. Next, we describe how a hands-on lab about VPNs can be carried out with the selected virtualization tool, called NETinVM. The proposed lab starts installing the OpenVPN packages in client and server machines, as in a real-case scenario. Although in this case both client and servers are Kernel-based Virtual Machines (KVM) connected to networks inside NETinVM. The nested virtualization included in NETinVM allows to deploy all the required types of VPNs within the virtual machine, allowing the students to reproduce the lab without the need of a network infrastructure, and following exactly the same process required in a real scenario. The evaluation results show that the level of learning achieved by the students through this lab session seems to be high, and they consider this lab useful for their professional development, showing that virtualization technology can help in computer network education.

Evaluating Design Guidelines for Intuitive, Therefore Sustainable, Virtual Reality Authoring Tools

Virtual reality software might be challenging to utilize for beginners and unskilled professionals who do not have a programming or 3D modeling background. Concurrently, there is a knowledge gap in software project design for intuitive virtual reality authoring tools, which were supposed to be easier to use. These tools are frequently insufficient due to a lack of support and standard operating procedures. This study evaluates the validity of fourteen design guidelines for the development of intuitive virtual reality authoring tools. Adopting the Design Science Research approach, a previous study completed the first steps of the protocol by identifying problems, defining solution objectives, and developing and demonstrating the design guidelines. This work evaluates their application in a experiment. A group of engineering students with no prior experience in creating virtual worlds were tasked with examining the design guidelines while using the NVIDIA Omniverse Enterprise as an exemplary use case by following the tutorials in the platform. Previously, the students answered a Likert-scale questionnaire and a focus group interview, with eighteen questions about how they perceived these guidelines. An average score value for the tool was estimated through the questionnaire answers and a correlation analysis and, using the Pearson Correlation Coefficient (PCC), it was confirmed that most guidelines scores behaved as expected and were ranked according to the use-case functionality. The participants understood the guidelines’ definition and could decide if they agreed or disagreed with their presence during the experiment. We evaluated that, in accordance with the Design Science Research, the proposed artifact is useful, i.e., the design guidelines for virtual reality authoring tools perform what they are designed to do and are operationally reliable in accomplishing their goals.

Evaluating the Impact of Teledentistry on Patient Outcomes, Diagnostic Accuracy, and Satisfaction in a Prospective Observational Analysis.

Background Teledentistry, defined as the use of telecommunication technologies for dental care, has emerged as a transformative approach to oral health services. This prospective observational analysis aims to comprehensively assess the impact of teledentistry on patient outcomes and satisfaction, addressing key aspects such as diagnostic accuracy, longitudinal treatment outcomes, and economic and logistical considerations. Methods The study involved 242 participants selected from diverse dental clinics offering teledentistry services. Participants could choose between traditional in-person visits and teledentistry consultations. The teledentistry interventions included remote consultations, diagnostic evaluations, and treatment planning facilitated through virtual communication tools. Baseline assessments captured initial dental conditions, and follow-up assessments were conducted at three, six, and 12 months. Outcome measures included diagnostic accuracy, patient satisfaction, changes in dental conditions over time, and economic and logistical feedback. Results Descriptive statistics revealed baseline characteristics, with participants evenly distributed between in-person and teledentistry groups. However, the overall satisfaction with diagnoses was significantly lower in the teledentistry group as compared to the in-person group (p < 0.001). Longitudinal assessments demonstrated comparable changes in dental conditions between the two groups. Economic feedback highlighted a cost-saving advantage for teledentistry users, with 80% reporting reduced expenses. Conclusion This study highlights the transformative potential of teledentistry in expanding access to oral health services, reducing costs, and providing comparable treatment outcomes to traditional in-person care. Future efforts should focus on enhancing the teledentistry experience, addressing patient satisfaction concerns, and refining the delivery of remote dental care to maximize its benefits for both patients and healthcare systems.

The face of virtual education in Peru and Brazil: analysis of the use of virtual tools and the academic satisfaction of students at the universities of Lima Sur-Peru and Guarapuava-Brazil, 2022

O presente artigo busca analisar o papel exercido pelas ferramentas virtuais no ensino universitário, como um mecanismo de possibilidade em tempo real e, por conseguinte filtrar a satisfação acadêmica abrangida durante a etapa da pandemia e pós-pandemia, fato vivenciado no Peru, América Latina e no mundo. A pandemia chamada Covid-19, também conhecida como SARS-CoV, pegou o mundo desprevenido e a educação não estava alheia a esta catástrofe sanitária. A comunidade educativa em qualquer de seus níveis, se viu obrigada a utilizar ferramentas virtuais, predominantemente no ensino universitário, porque não restava outra alternativa para a realização de seus estudos profissionais. Desta perspectiva, para poder constatar que a afirmação é real, esta pesquisa busca examinar esta problemática em duas universidades da América Latina. Os países escolhidos foram Peru e Brasil, fato que permitiu determinar as conquistas, limitações e satisfação do ensino ministrado. Além disso, para que o contraste refletisse o trabalho investigativo, elegeu-se uma universidade privada e outra pública, cujas medições apresentaram contextos diferentes.

Reconfigurable open architecture control system with integrated digital twin for 3-axis woodworking milling machine

ABSTRACT This study proposes a reconfigurable open architecture control system for the Computer Numerical Control (CNC) woodworking educational machine tool called “EMCO F1 CNC”. On this machine physical hardware reconfiguration (spindle position can be vertical and horizontal) is possible. The idea was to develop a control system that would follow the configuration changes of the machine tool. The educational character of the machine and its reconfigurability demand possibilities for machining programme simulations in order to determine optimal workpiece position in the workspace and programme verification. Those are the reasons for developing a virtual machine tool integrated with the control system as a digital twin. The study presents a novel methodology for the development of control systems, merging the concept of “virtual commissioning” with iterative error-driven processes. The objective was to develop a dynamic control system capable of promptly adjusting to kinematics changes in real time. In a wood machining experiment, a test workpiece for machine tools for both machine configurations verified the operation of the developed control system.

Model of adoption of virtual tools by university students in the context of an emerging economy

IntroductionThe impact of COVID-19 on higher education has necessitated a reevaluation of teaching methodologies, student engagement, and the integration of information and communication technologies (ICT) as pedagogical tools. This shift creates opportunities for innovation and collaborative learning environments among students.MethodsThis study aims to investigate the adoption of virtual tools by university students in Medellín. A sample of 373 students was surveyed using a quantitative approach with a descriptive scope. Factor analysis techniques were employed utilizing SPSS software to assess the associative relationships among variables and hypotheses within the framework of the Technology Acceptance Model (TAM).ResultsThe analysis revealed significant correlations, particularly between perceived ease of use and perceived usefulness. Notably, technological devices such as laptops and smartphones were identified as valuable tools for educational purposes, contributing to a positive attitude towards their utilization among students.DiscussionThe findings underscore the importance of students’ perceptions in shaping their attitudes towards ICT tools for teaching and learning. Understanding these perceptions is crucial for designing effective pedagogical strategies, particularly in crisis situations such as the COVID-19 pandemic, where virtual tools play a vital role in maintaining educational continuity. This study contributes to the ongoing discourse on the integration of virtual tools in higher education, highlighting avenues for further research and practical implications for educators and policymakers.

A METHODOLOGICAL APPROACH FOR AN AUGMENTED HBIM EXPERIENCE THE ARCHITECTURAL THRESHOLDS OF THE MOSTRA D'OLTREMARE

Abstract. Digital survey and parametric-semantic modeling of historical or conventional building artifacts are becoming progressively more oriented toward HBIM (Heritage Building Information Modelling) to XR (Extended Reality) digital fruition projects. This encompasses a wide range of applications, from technical management to historical-scientific popularization of the architectural heritage. In this sense, the research explores the potential of BIM-to-XR virtualization systems concerning the systematization of historiographic documentation and interaction between different types of datasets for managing and disseminating the heritage. In particular, the research presents a prototypal experience conducted on Mostra d'Oltremare in Naples, Italy, a mid-20th-century exhibition center. In particular, the northwest access area had a rationalist layout, while the current configuration strongly differs from the monumental, exedra-shaped one built on a project by Arch. Stefania Filo Speziale, which was largely destroyed by World War II bombing. Thus, to document and facilitate the analysis of the original configurations, the original archival sources have been digitized and cataloged; moreover, reality-based integrated digital survey campaigns have been performed for the acquisition of metric-morphological data of the complex and the segmentation of the characteristic chromatic features of the residual decorative apparatuses. This has enabled the development of a BIM-oriented multi-scale information repository to enrich the real environment with digital content, thus creating an augmented reality experience. The latter has been introduced to create a virtual tool for querying and manipulating BIM databases, using the potential of visual programming languages and traditional scripts to create a two-way flow of data between BIM and AR.

A virtual reality data visualization tool for dimensionality reduction methods

In this paper, we present a virtual reality interactive tool for generating and manipulating visualizations for high-dimensional data in a natural and intuitive stereoscopic way. Our tool offers support for a diverse range of dimensionality reduction (DR) algorithms, enabling the transformation of complex data into insightful 2D or 3D representations within an immersive VR environment. The tool also allows users to include annotations with a virtual pen using hand tracking, to assign class labels to the data observations, and to perform simultaneous visualization with other users within the 3D environment to facilitate collaboration.

Virtual reality tools to support music students to cope with anxiety and overcome stress

Virtual reality tools to support music students to cope with anxiety and overcome stress

Designing learning experiences on climate change for undergraduate students of different majors

Education about climate change faces an evolution of the knowledge, and universities should respond with innovative learning processes. As facilitators can adapt to these changes, they will be able to improve learning experiences for students. In this work, learning experiences about climate change were evaluated in undergraduate students without engineering background, as function of the size of the group, duration of the course, gamification activities and technology and virtual tools experiences. The implementation of these activities in the intensive 5-week course focused on climate change education has revealed valuable insights into student motivation, attitude, knowledge acquisition, and engagement. Notably, students’ trust in information sources about climate change exhibited variations, with global organizations garnering higher confidence compared to local and personal sources. In a 15-week course exposed to virtual tools (e.g. escape room), the diagnostic test highlighted a 53% understanding level, particularly challenging in numeric aspects. However, the escape room significantly improved results in the final exam, demonstrating a 93% correctness rate, emphasizing the effectiveness of the activities in reinforcing key climate change concepts. On the other hand, the emergence of climate change-themed escape room as an engagement tool demonstrated its potential in enhancing knowledge acquisition and cooperative learning. In addition, Escape room offered an immersive environment that encourages active participation, enabling students to grasp complex climate concepts and solutions more effectively. The study underscores that climate education should go beyond facts, emphasizing universities’ crucial role in nurturing the “climate change generation” with the knowledge and motivation for meaningful contributions to climate action and policy formulation.

Understanding cognitive engagement in virtual discussion boards

Cognitive engagement is an essential component in student learning. With the increase of more asynchronous virtual educational tools in classrooms, there is a need to understand how students are engaging with classroom content in these formats. Several studies have examined student and teacher perceptions of cognitive engagement in virtual discussion boards, but prior research has not analyzed the responses themselves. This study explores higher education students’ cognitive engagement when posting to asynchronous online discussions, investigating the levels and types of engagement for both written and video responses. Student responses were qualitatively coded based on themes that aligned with the ICAP framework of cognitive engagement. Descriptive and quantitative analyses were used to understand the types of cognitive engagement observed in online discussions, differences in video and written posts or when they had a choice in how to respond, and if patterns existed throughout the course. Results suggest that students do show deep levels of cognitive engagement in asynchronous discussions, in both written and video posts. Students exhibited deeper levels of cognitive engagement when they were given the choice in how to respond. There were no patterns over time in the course in cognitive engagement within students across the written and video posts. The structure and instructions of the prompts themselves may be important for eliciting deeper levels of responses. More explicit prompting for students to engage in deeper reflections or abstract thinking may help students engage with course content at a deeper level.

Molecular docking of selected steroid compounds from Hydrilla Verticillata on human Ros1 kinase receptor

Hydrilla verticillata, an aquatic plant, contains various steroids like stigmasterol, β-sitosterol, fucosterol, cholesterol, and campesterol with potential antioxidant properties. Antioxidants protect cells and tissues from Reactive Oxygen Species (ROS)-induced damage by impeding oxidation reactions and ROS elimination. This study aimed to investigate the molecular docking results of selected steroid compounds from H. verticillata with the human ROS1 kinase receptor. Five selected steroid compounds, collected from the PubChem database. The human ROS1 kinase receptor, PDB ID 3ZBF, was obtained from the RCSB Protein Data Bank. Molecular docking of these selected steroid compounds to human ROS1 Kinase was performed, comparing their binding affinities to crizotinib (native ligand) and ascorbic acid. The docking utilized the PyRx Virtual Screening Tool and visualization via BIOVIA Discovery Studio Visualizer. Results indicated that stigmasterol, β-sitosterol, fucosterol, cholesterol, and campesterol had binding affinities of -8.1, -8.2, -8.6, -8.4, and -8.5 kcal/mol, respectively, to the 3ZBF human ROS1 kinase receptor. While, crizotinib and ascorbic acid exhibited binding affinities of -8.4 kcal/mol and -4.7 kcal/mol. Some H. verticillata steroid compounds displayed stronger binding affinities than crizotinib and ascorbic acid. Furthermore, these compounds complied with Lipinski’s and Veber’s rules and achieved bioavailability score of 0.55, suggesting their potential as antioxidants and anticancers.

Charting a Course: Navigating Rigor and Meaning in Global Health Research.

In the rapidly evolving landscape of global health research, the tension between scientific rigor and contextual meaning presents a critical challenge. Drawing on our work with the Global Diet and Physical Activity Network, this commentary explores the complexities of conducting environmental audits for physical activity and diet in 4 rapidly urbanizing African cities: Yaoundé, Lagos, Cape Town, and Soweto. We illustrate the competing demands and tensions that researchers face in balancing rigor and meaning. We discuss the adaptation of internationally validated audit tools to local contexts and the importance of area-level deprivation in interpreting data. We also examine the feasibility of virtual assessment tools, emphasizing the value of local expertise. We argue for a balanced approach that marries research rigor with contextual meaning, advocating for transparency, humility, and meaningful community engagement.

Does e-shopping impact household travel? Evidence from the 2017 U.S. NHTS

How does e-shopping impact household travel? To answer this question, which is particularly relevant for policymakers concerned with congestion, air pollution, and greenhouse gas emissions from transportation, we analyzed data from the 2017 National Household Travel Survey using propensity score matching. This allowed us to tackle the bias from households self-selecting into various levels of e-shopping and gain causal inference. Unlike other related papers in the literature, our unit of analysis is a household because travel and shopping decisions within a household are interrelated. We classified households into three groups based on how many orders per person per month they placed online: low (up to one), medium (more than once but less than four), and high (over four). We found that more e-shopping results in more household travel (number of trips, miles, and VMT), but this effect depends on e-shopping frequency and population density, and it affects weekdays more than weekends. E-shopping impacts household travel more for medium frequency e-shoppers in low density areas: compared to similar low frequency e-shoppers, on weekdays, they take on average 8 more monthly trips and travel ∼104 extra miles (including 31 miles for shopping). At the other end of the spectrum, high frequency e-shoppers in dense areas do not travel more on weekends than similar low e-shopping frequency households. To help reduce e-shopping induced travel, policymakers could encourage the creation of neighborhood depots where households would pick-up and return unwanted orders, and foster the development of virtual reality tools for shopping from home.

INCLUSIVE EDUCATION DURING REMOTE LEARNING

Remote teaching gained strength because of the Covid-19 pandemic and the experience of its use expanded from the training and monitoring of teachers and students regarding the use of virtual tools, culminating in the need to readapt teaching strategies. The objective of this research was to present a literature review on inclusive education in distance learning, highlighting the main methodologies used and the main difficulties encountered when carrying out inclusive education in distance learning. The search was carried out in the Google Scholar, Redalyc and Scielo databases, using the terms "remote teaching", "special education", "inclusive education" and "distance education" as descriptors. Adopting a Boolean “AND” to search for articles. Considering the period from January 2017 to 2023, in total, 15 articles were used. To analyze the selected articles, the content analysis model was used using the clipping method. Inclusive education is a global movement supported by the principles of human rights and citizenship. The movement on inclusive education gained strength in the early 1990s, based on principles of equal rights postulated in the Jomtien Declaration (1990) and the Salamanca Declaration (1994). The target audience for special education students participate in this teaching modality, that is, those with disabilities (visual, hearing, physical and intellectual), with global developmental disorders and with high abilities or giftedness. Digital technologies have proven to be an important tool for inclusive education, the use of screen readers is a clear example of this, as are activities linked to digital games. At the other extreme, the main difficulties come down to the lack of preparation of students and teachers, as well as poor infrastructure to work in inclusive education in distance learning.

Use of Technologies in Intercultural Communication: Virtual Tools for Business Negotiations with Foreign Partners

The article explores the growing importance of technologies in intercultural communication in the context of modern business, with an emphasis on their role in facilitating negotiations with foreign partners. The popular video conferencing platforms are analyzed. Recommendations on the use of video conferencing platforms for business negotiations are given. Conclusions. The integration of virtual tools into intercultural business communication increases the efficiency and quality of negotiations with foreign partners. Diversification of communication channels, investments in employee training, as well as the establishment of clear protocols for virtual negotiations contribute to the successful conduct of international business negotiations.

Implementation of virtual reality in foreign language teaching

The article highlights the main features of the virtual educational environment, the advantages and formats of using virtual reality in learning a foreign language. The purpose of the article is to study the role and possibilities of virtual reality as a necessary component in learning a foreign language. The methodological concept is aimed at shaping the role and capabilities of virtual reality as a necessary component in foreign language learning. The results of the study show the importance of the main modules of the multimedia virtual environment for learning cultures and languages in institutions of higher education; the technology of writing a pedagogical script for a computerized course is proposed for the design of distance courses for learning a foreign language, the construction of a high-quality virtual language environment, and the methods of using virtual reality tools are presented. The experimental work was devoted to the study of the role and possibilities of virtual reality as a necessary component in learning a foreign language; the degree of change in the memory of students of higher education, operational characteristics of thinking, perception in the process of using virtual reality educational programs. The change of attention, which is closely related to the functioning of cognitive processes, was also studied.

The Role of Situatedness in Immersive Dam Visualization: Comparing Proxied with Immediate Approaches

Dam safety control is a multifaceted activity that requires analysis, monitoring, and structural behavior prediction. It entails interpreting vast amounts of data from sensor networks integrated into dam structures. The application of extended reality technologies for situated immersive analysis allows data to be contextualized directly over the physical referent. Such types of visual contextualization have been known to improve analytical reasoning and decision making. This study presents DamVR, a virtual reality tool for off-site, proxied situated structural sensor data visualization. In addition to describing the tool’s features, it evaluates usability and usefulness with a group of 22 domain experts. It also compares its performance with an existing augmented reality tool for the on-site, immediate situated visualization of structural data. Participant responses to a survey reflect a positive assessment of the proxied situated approach’s usability and usefulness. This approach shows a decrease in performance (task completion time and errors) for more complex tasks but no significant differences in user experience scores when compared to the immediate situated approach. The findings indicate that while results may depend strongly on factors such as the realism of the virtual environment, the immediate physical referent offered some advantages over the proxied one in the contextualization of data.

VR-Peas: a Virtual Reality PEdAgogical Scenarisation tool

ABSTRACT In this paper, we address the issue of the design and deployment of VR-oriented pedagogical scenarios by teachers as designers. To provide practical and theoretical solutions, we analyse the various existing models and tools for assisting teachers in the design and deployment of virtual reality learning environments (VRLEs). We identify a need for a model that covers the pedagogical needs of teachers, including the modelling of pedagogical structuring and the consideration of the specificities of the VR environment. Our main contributions are a pedagogical scenario model and the development of an editor called VR-PEAS (Virtual Reality PEdAgogical Scenarisation tool), which provides a solution that can support and help teacher-designers to design, adapt and reuse pedagogical scenarios oriented towards VR. We proposed a literature review to identify the main concepts of pedagogical scenario design and developed the computer solution according to an agile approach. To validate the basic concepts of our contribution and the impact of our implementation, we define a case study evaluation based on four different pedagogical situations using a qualitative method based on questionnaires. Our findings indicated that teachers could design VRLEs that were aligned with their pre-defined scenario and operate them successfully.