Virtual Training System Research Articles

Unit Teaching Design for English Interpretation Course Based on POA with the Assistance of a Virtual Reality Interpretation Training System

This study introduces the application of virtual reality technology in English interpretation course, as well as the unit teaching design for the course based on the POA. The study first reviews the development history of virtual reality technology and highlights its significant role in driving structural changes in language teaching. Then, this study analyzes the problems existing in current English interpretation course, such as the lack of timeliness in teaching materials, monotonous teaching methods, and single evaluation methods. To address these issues, this study constructs a POA-based unit teaching design for the English Interpretation Course with the assistance of a virtual reality interpretation system.

Comparison of Occupational Performance in Immersive Virtual and Real Environments Among Patients With Stroke: Observational Randomized Crossover Pilot Study.

Conventional rehabilitation approaches involve therapists simulating various occupational tasks in health care settings or recreating real-life situations to assess and train patients in instrumental activities of daily living (IADLs). As an alternative, immersive virtual reality (IVR) has been widely used in stroke rehabilitation for years, but research comparing occupational performance between virtual and real environments is limited. This study aims to introduce a novel IVR shopping system designed for patients with stroke and to investigate the correlation of occupational performance in virtual and real environments among patients with stroke. Ten patients with stroke were recruited from the Department of Rehabilitation Medicine, Shenzhen Hospital, Southern Medical University, who met the inclusion and exclusion criteria for this observational, randomized crossover study; the patients were predominantly male (n=7), had experienced ischemic stroke (n=9), were aged 14 to 73 years, and had a time since stroke of 1 to 42 months. All patients attempted shopping tasks in virtual and real environments. The Mini-Mental State Examination (MMSE), Timed Up and Go Test (TUGT), modified Barthel index (MBI), and Lawton index (LI) were used to assess cognition, ambulation, and activities of daily living. Memory capacity and duration in the virtual and real environments were recorded as the primary parameters of occupational performance. The Wilcoxon test and Spearman correlation coefficients were used to analyze the differences and correlations between the 2 environments. The Wilcoxon test showed no significant differences between the virtual and real environments in memory capacity and duration of task completion (P>.99 and P=.99), and memory capacity in both environments correlated with the LI (ρ=0.81; P=.005). Memory duration had a relationship with the TUGT in the virtual environment (ρ=0.68; P=.03) and a borderline negative correlation with MMSE in the real environment (ρ=-0.58; P=.08). Considering the small sample size used in this study and the study's limitations, despite the significant correlation between shopping performance in IVR and the real world, it is still too early to conclude that IVR is a noninferior approach, but it presents the potential to be an alternative for assessment and training in IADLs when resources are limited. However, further research is needed to investigate the psychometric properties, clinical effects, and impact of virtual training on real-world performance. The implications for practice might include the following: (1) occupational performance in virtual shopping might be the same as real-world shopping, and more virtual IADLs could thus be developed; (2) virtual IADL assessment and training systems could be used in remote locations or locations with limited resources; and (3) more objective parameters of IADLs could be extracted from virtual environments.

The Intention of Professionals Using Virtual Reality in Training Vocational Skills for Individuals With Disabilities

The purpose of the current study was to develop an appropriate model to represent the relationships among the factors relating to the intention of vocational training professionals to use virtual reality vocational training systems for persons with disabilities. A questionnaire based on the theory of the value-based adoption model was used to collect data from 59 professionals working in vocational training for persons with disabilities. The results indicated that the usefulness and enjoyment positively related to perceived value, and perceived value had a direct effect on the intention of vocational training professionals. Usefulness and enjoyment had a positive impact on intention through perceived value. The model could explain 66% of intention for vocational training professionals. The findings demonstrate that vocational training professionals’ perceived value may be a determinant factor in using VR as a vocational skills training tool, and that usefulness and enjoyment are mediated through perceived value.

A Review on Enabling Technologies of Industrial Virtual Training Systems

A Review on Enabling Technologies of Industrial Virtual Training Systems

The Usefulness of a Virtual Environment-Based Patient Setup Training System for Radiation Therapy.

In radiation therapy, patient setup is important for improving treatment accuracy. The six-axis couch semi-automatically adjusts the patient's position; however, adjusting the patient to twist is difficult. In this study, we developed and evaluated a virtual reality setup training tool for medical students to understand and improve their patient setup skills for radiation therapy. First, we set up a simulated patient in a virtual space to reproduce the radiation treatment room. A gyro sensor was attached to the patient phantom in real space, and the twist of the phantom was linked to the patient in the virtual space. Training was conducted for 24 students, and their operation records were analyzed and evaluated. The training's efficacy was also evaluated through questionnaires provided at the end of the training. The total time required for patient setup tests before and after training decreased significantly from 331.9 s to 146.2 s. As a result of the questionnaire regarding the usability of training to the trainee, most were highly evaluated. We found that training significantly improved students' understanding of the patient setup. With the proposed system, trainees can experience a simulated setup that can aid in deepening their understanding of radiation therapy treatments.

The application of a virtual rubber dam isolation training system in dental preclinical education

ObjectiveTo assess the efficacy of a virtual rubber dam isolation training system in enhancing preclinical dental education. MethodsA total of 28 Grade 4 undergraduate dental students were randomly divided into two groups: a virtual simulation priority group and a conventional phantom-head priority group. The virtual simulation priority group underwent virtual simulation training initially, followed by conventional phantom-head training. Conversely, the conventional phantom-head priority group received traditional training first, subsequently followed by virtual simulation training. Pre- and post-training theoretical knowledge examination were administered, and a practical ability assessment was conducted after the second theoretical examination. A questionnaire survey was also conducted to gauge students’ attitudes and satisfaction towards the training process. ResultsAfter training, both groups exhibited significantly higher mean scores of theoretical knowledge examination compared to their baseline scores (P < 0.001). Notably, the virtual simulation priority group achieved significantly higher average scores than the conventional phantom-head priority group (P < 0.001,Cohen's d = 1.778). However, there was no significant difference in the mean time taken to complete the practical ability assessment between the two groups (P>0.05,Cohen's d = 0.19). Furthermore, the majority of students (96.4 %) strongly agreed that the virtual rubber dam isolation training enhanced their comprehension of the knowledge. 92.9 % of the students strongly agreed that the virtual training system improved their abilities of mastering the rubber dam isolation technique. Only two students (7.1 %) expressed neutrality regarding the virtual simulation effectiveness. ConclusionsThis study showed that the virtual rubber dam isolation training was useful in the preclinical skills training. The integration of virtual simulation into the curriculum, particularly when prioritized over conventional methods, has shown promising results in enhancing students' theoretical knowledge and technical skills related to rubber dam isolation.

Learning cleanroom microfabrication operations in virtual reality – An immersive and guided learning experience

This paper details the design and development of an immersive and self-guided Virtual Reality training system (iSGVRTS) for learning cleanroom microfabrication operations, with a specific emphasis on the photolithography process, within a college-level semiconductor laboratory curriculum. It presents the thorough construction of the iSGVRTS environment as well as the incorporation of integrated instructional methodologies. To assess the impact of the iSGVRTS intervention, pre-and post-tests were administered to evaluate learners' performance. The implementation of iSGVRTS yielded a notable enhancement for learners in laboratory operational proficiency, evidenced by improvements in task correct rates, reduction in procedural errors, and knowledge acquisition. Moreover, post-session interviews revealed learners’ reported increased confidence, a heightened sense of presence, manageable cognitive load, and positive feedback regarding the immersive learning experience.

Research and application of digital electrical substation virtual engineering education system

AbstractThe education and training of electrical substations play an essential role for college students and engineers majoring in electrical engineering. However, to ensure the substation's safety production and equipment operation, it is difficult for personnel from external units to enter the site for learning. To overcome these limitations, this paper proposes a virtual interactive training technology method to author an interactive virtual maintenance education system (VMES) for electrical substations. The system aims to build a visual training and education platform for virtual substations to help learners master the station's equipment, operation, maintenance, evaluation, and other processes. Firstly, the system establishes a component‐level virtual interaction element to encapsulate an electrical substation virtual maintenance model that dynamically responds to user operations. The equipment structure and system environment are visually modeled using engineering modeling software. Secondly, a virtual interactive training system is created with the functions of 3D disassembly training, fault tree reliability evaluation, and AHP‐FCE maintenance assessment. Finally, through four operating systems, we evaluate the compatibility of the VMES, and we recruit learners to evaluate and discuss emerging and common educational models. The practical application results prove that the system can significantly improve students' learning efficiency and interest. Meanwhile, due to the increased number of interactive operations in VMES, participants can proficiently master the composition and working principles of equipment in substations, and cognitive load can be reduced.

Design and teaching application of a virtual simulation training system for bridge engineering drawing recognition based on Unity3D

In response to the common issues in practical training in vocational engineering construction courses, such as dangerous operation of training equipment, insufficient number of training equipment, and ineffective teaching, a vivid and interactive virtual simulation training system was developed using Unity3D software, taking the U-shaped bridge abutment in the course of Bridge Engineering as an example. Detailed introduction to the development and design process of 3D model establishment, ZSpace device adaptation, file format conversion, model rendering and disassembly, model zooming in and out, script writing and function implementation, UI interface design, etc., in order to achieve immersive interaction functions such as free observation, assembly disassembly, and ZSpace integrated VR virtual experience in the virtual simulation training system. The practical results show that the interactive effect simulated through the simulation training system is superior to that of the physical system, which can enhance the sense of experience, improve learning enthusiasm, and deepen the understanding of the knowledge points in Bridge Engineering Drawing Recognition. After the system is successfully established and applied in the training and teaching process, it will provide an important reference for the training and teaching of relevant courses for students majoring in road and bridge engineering, and also enhance the cultivation of high-quality skilled personnel in engineering majors in vocational colleges.

Design of Lumbar Rehabilitation Training System Based on Virtual Reality

A virtual reality-based lumbar rehabilitation training system is designed to address the increasing number of patients with low back pain (LBP) year by year. Attitude sensors are used to track lower back movement. In order to improve the effect of rehabilitation training, several virtual rehabilitation training games and assessment scenes are designed based on the Unity3D engine to complete different tasks from simple to complex. The goal is to increase patients’ interest in rehabilitation training. The experimental results verify the accuracy of rehabilitation data acquisition, real-time interactive communication, and the smooth operation of rehabilitation scenes.

An all-position type control strategy of the haptic interactive virtual training system based on cable-driven

The virtual microgravity training system based on cable drive usually uses a force-position hybrid control strategy which has following problems: the force control method is sensitive to load disturbances, variable stiffness characteristics of cables reduce the control accuracy of PID controllers, and the expected tension fluctuations are large. These will affect the control accuracy, and further affect the tactile sensation and training effectiveness of astronauts. For the above problems, an all-position type control strategy is proposed to improve the system control accuracy. This strategy uses a compliant control method. In this method, elastic elements are connected in cables, the conversion model of tension and displacement is established, and the tension control is realized by the displacement control which has characteristics of high control accuracy and strong resistance to load disturbance. The PID controller is replaced by the active disturbance rejection controller. In this controller, the tracking differentiator is used to reduce high frequency noises of the input signal, and the extended state observer is used to estimate and compensate the error caused by the change of the cable stiffness. A tension distribution method is designed to make expected cable tensions approach the average tension to reduce the tension fluctuation. The experimental results show that compared with the force-position hybrid control strategy, the all-position type control strategy reduces the tension error and speed error by about 51% and 33% respectively.

Development of virtual reality training system for combat musculoskeletal trauma care

Objective: A virtual reality (VR)-based training system for combat musculoskeletal trauma care (CMTC) was meticulously crafted to enhance trainees’ theoretical understanding, familiarity with care processes, and decision-making abilities in the realm of combat musculoskeletal trauma management. Method: Scenario scripts, descriptions of injuries, and foundational management plans for care under fire and tactical field care were constructed. Subsequently, the CMTC system was developed employing tools, such as Maya, Photoshop, Unity, SQLite, and Visual Studio. Finally, the system was tested by 30 civilian nurses. The trainees’ knowledge, satisfaction, and system usability were evaluated using the theoretical question bank module, questionnaire, and system usability scale (SUS). Results: This research resulted in the establishment of five types of processes for CMTC in the contexts of care under fire and tactical field care. The study indicated that the trainees’ scores after training (75.67 ± 6.91) was higher than before training (69.17 ± 10.91), p &lt; 0.001, the t-statistic was −5.022. The resultant SUS score was 70.4 ± 9.40. An overwhelming 96.67% of the trainees expressed satisfaction with the teaching quality. Conclusion: The CMTC system, developed in alignment with Tactical Combat Casualty Care (TCCC) guidelines and infused with cutting-edge equipment and technologies, provides an interactive and modular simulation training experience. Its strengths include higher reality, enhanced safety, repeatability, cost-effectiveness, and the provision for performance analysis. Besides, it has good accessibility and reliability, and can cultivate students’ autonomous learning ability and deepen their understanding.

The Development of a Virtual Reality-based Training System for Prosthetic Foot Users: Effects on Motion Sickness and Postural Stability

The Development of a Virtual Reality-based Training System for Prosthetic Foot Users: Effects on Motion Sickness and Postural Stability

Design and development of a personalized virtual reality-based training system for vascular intervention surgery

Background and objectivesVirtual training has emerged as an exceptionally effective approach for training healthcare practitioners in the field of vascular intervention surgery. By providing a simulated environment and blood vessel model that enables repeated practice, virtual training facilitates the acquisition of surgical skills in a safe and efficient manner for trainees. However, the current state of research in this area is characterized by limitations in the fidelity of blood vessel and guidewire models, which restricts the effectiveness of training. Additionally, existing approaches lack the necessary real-time responsiveness and precision, while the blood vessel models suffer from incompleteness and a lack of scientific rigor. MethodsTo address these challenges, this paper integrates position-based dynamics (PBD) and its extensions, shape matching, and Cosserat elastic rods. By combining these approaches within a unified particle framework, accurate and realistic deformation simulation of personalized blood vessel and guidewire models is achieved, thereby enhancing the training experience. Furthermore, a multi-level progressive continuous collision detection method, leveraging spatial hashing, is proposed to improve the accuracy and efficiency of collision detection. ResultsOur proposed blood vessel model demonstrated acceptable performance with the reduced deformation simulation response times of 7 ms, improving the real-time capability at least of 43.75 %. Experimental validation confirmed that the guidewire model proposed in this paper can dynamically adjust the density of its elastic rods to alter the degree of bending and torsion. It also exhibited a deformation process comparable to that of real guidewires, with an average response time of 6 ms. In the interaction of blood vessel and guidewire models, the simulator blood vessel model used for coronary vascular intervention training exhibited an average response time of 15.42 ms, with a frame rate of approximately 64 FPS. ConclusionsThe method presented in this paper achieves deformation simulation of both vascular and guidewire models, demonstrating sufficient real-time performance and accuracy. The interaction efficiency between vascular and guidewire models is enhanced through the unified simulation framework and collision detection. Furthermore, it can be integrated with virtual training scenarios within the system, making it suitable for developing more advanced vascular interventional surgery training systems.

Design and Implementation of Virtual Maintenance Training System for Heavy Duty Gearbox

Design and Implementation of Virtual Maintenance Training System for Heavy Duty Gearbox

VR communication simulation with scripted dialog elicits HPA axis stress

Stress-inducing virtual reality (VR) systems have various applications in research, ranging from training to therapy to the observation of biological stress responses. Stress in VR can be evoked through environmental, cognitive, and social stimuli. Although various VR tasks can induce an autonomic nervous system (ANS) stress response, hypothalamic-pituitary-adrenal (HPA) axis stress responses have only been confirmed in VR for the virtual Trier social stress test (V-TSST). Understanding the impact of a wider variety of tasks on HPA-axis stress response could lead to the development of more effective stress relief measures and treatments. This study aims to clarify whether a virtual communication simulation, using a static procedure with a predetermined dialog, can evoke an HPA-axis stress response. Employing a virtual customer service system, we varied the intensity of the presented stress by changing the tone and gestures of the virtual customer. The findings confirm that HPA-axis stress responses can be elicited by such static virtual customer service training systems, and the stress responses can be adjusted by altering the avatar’s attitude. These findings suggest potential applications in research for observing human physiological responses to stress and development of stress reduction strategies, thereby affirming the effectiveness of VR in communication training.

Research on an educational virtual training system for ship life‐saving appliances

AbstractLife‐saving appliances (LSAs) play a crucial role in maritime emergencies, and seafarers need to undergo rigorous professional training on these appliances to ensure their competence in maritime work. However, traditional teaching and training that mainly rely on real appliances have several limitations. To address these limitations, we have developed a virtual training system that enables multiperson collaborative operation. To guarantee the system's scalability and versatility, the system framework is designed to be modular. In the networking function section, we establish a network architecture and apply state synchronization mechanisms to ensure consistent scenarios across multiusers. Additionally, we propose an interaction management model and an evaluation model for collaborative training and evaluation. Two collaborative training modes are designed to enhance the flexibility of the system. To evaluate the effectiveness of our system, we select 72 trainees to participate in a training and evaluation experiment. The evaluation model is validated by comparing it with expert evaluations. The results show that trainees can gain a better understanding of their roles and responsibilities and accurately remember the collaborative operation sequence. The training effect is positive, indicating that our system can effectively facilitate the teaching and training of LSAs.

Design of Virtual Simulation Training System Based on Motion Capture Technology

Design of Virtual Simulation Training System Based on Motion Capture Technology

A Virtual Reality Training System for Automotive Engines Assembly and Disassembly

A Virtual Reality Training System for Automotive Engines Assembly and Disassembly

A Manual Assembly Virtual Training System With Automatically Generated Augmented Feedback: Using the Comparison of Digitized Operator’s Skill

A Manual Assembly Virtual Training System With Automatically Generated Augmented Feedback: Using the Comparison of Digitized Operator’s Skill