Pedagogical-Agent Learning Companions in a Virtual Reality Educational Experience

2019 ◽  
pp. 193-203 ◽  
Author(s):  
David Novick ◽  
Mahdokht Afravi ◽  
Adriana Camacho ◽  
Aaron Rodriguez ◽  
Laura Hinojos
Keyword(s):  
Virtual Reality ◽  
Educational Experience ◽  
Pedagogical Agent ◽  
Agent Learning

Virtual Reality Simulations

2012 ◽  
pp. 800-817
Author(s):  
Michelle Aebersold ◽  
Dana Tschannen
Keyword(s):  
Virtual Reality ◽  
Clinical Judgment ◽  
Development Process ◽  
Educational Experience ◽  
Learning Objectives ◽  
Virtual Simulation ◽  
Training Method ◽  
Simulation Techniques ◽  
Effective Training ◽  
Virtual Simulations

The use of simulation in the training of healthcare professionals has become an essential part of the educational experience. Students and practitioners need to learn a variety of technical, interpersonal, and clinical judgment skills to be effective healthcare practitioners. Virtual simulation can provide an effective training method to facilitate learning and can be targeted to develop specific skills. This chapter reviews the literature around simulation techniques and outlines a development process that can be used to develop virtual simulations to meet a variety of learning objectives. Specific issues and solutions will also be presented to ensure a successful educational experience.

scholarly journals Comparative Effectiveness of Virtual Reality (VR) vs 3D Printed Models of Congenital Heart Disease in Resident and Nurse Practitioner Educational Experience

2021 ◽  
Author(s):  
Jonathan Awori ◽  
Seth D. Friedman ◽  
Christopher Howard ◽  
Richard Kronmal ◽  
Sujatha Buddhe
Keyword(s):  
Virtual Reality ◽  
Nurse Practitioners ◽  
Three Dimensional ◽  
Educational Experience ◽  
Modern Technology ◽  
Cardiac Anatomy ◽  
Normal Heart ◽  
Pediatric Residents ◽  
3D Printed ◽  
Three Dimensional Models

Abstract Background: Medical trainees frequently note that cardiac anatomy is difficult to conceive within a two dimensional framework. The dynamics of flow and nuances of defects become more apparent when framed in three-dimensional models. Given the evidence of improved comprehension using such modeling, this study aimed to contribute further to that understanding by comparing Virtual Reality (VR) and 3D printed models (3DP) in medical education. Objectives: We sought to systematically compare the perceived subjective effectiveness of Virtual Reality (VR) and 3D printed models (3DP) in the educational experience of residents and nurse practitioners. Methods: Trainees and practitioners underwent individual 15-minute teaching sessions in which features of an anatomically normal heart as well as a congenitally diseased heart were demonstrated using both Virtual Reality (VR) and 3-D printed models (3DP). Participants then briefly explored each modality before filling out a short survey in which they identified which model (3DP or VR) they felt was more effective in enhancing their understanding of cardiac anatomy and associated defects. The survey included a binary summative assessment and a series of Likert scale questions addressing usefulness of each model type and degree of comfort with each modality. Results: 27 pediatric residents and 3 nurse practitioners explored models of normal heart and tetralogy of Fallot pathology. Participants endorsed a greater degree of understanding with VR models (8.5±1) compared with 3D Printed models (6.3±1.8) or traditional models of instruction (5.5±1.5) p<0.001. Most participants had minimal prior exposure to VR (1.1 ± 0.4) or 3-D printed models (2.1 ± 1.5). Most participants felt comfortable with modern technology (7.6 ± 2.1). 87% of participants preferred VR over 3DP. Conclusions: Our study shows that, overall, VR was preferred over 3DP models by pediatric residents and nurse practitioners for understanding cardiac anatomy and pathophysiology.

Vivid Educational Experience with Virtual Reality

2009 ◽  
Author(s):  
Nikoletta Mavrogeorgi ◽  
Stefanos Koutsoutos ◽  
Angelos Yannopoulos ◽  
Theodora Varvarigou ◽  
George Kambourakis
Keyword(s):  
Virtual Reality ◽  
Educational Experience

scholarly journals PEGASE: A Generic and Adaptable Intelligent System for Virtual Reality Learning Environments

2010 ◽  
Vol 9 (2) ◽  
pp. 73-85 ◽  
Author(s):  
Cédric Buche ◽  
Cyril Bossard ◽  
Ronan Querrec ◽  
Pierre Chevaillier
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Intelligent System ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Human Learning ◽  
Multi Agent System ◽  
Pedagogical Agent ◽  
Multi Agent ◽  
Representation Of Knowledge

The context of this research is the creation of human learning environments using virtual reality. We propose the integration of a generic and adaptable intelligent tutoring system (Pegase) into a virtual environment. The aim of this environment is to instruct the learner, and to assist the instructor. The proposed system is created using a multi-agent system. This system emits a set of knowledge (actions carried out by the learner, knowledge about the �eld, etc.) which Pegase uses to make informed decisions. Our study focuses on the representation of knowledge about the environment, and on the adaptable pedagogical agent providing instructive assistance

Top-Down Processing and Visual Reorientation Illusions in a Virtual Reality Environment

2004 ◽  
Vol 63 (3) ◽  
pp. 143-149 ◽  
Author(s):  
Fred W. Mast ◽  
Charles M. Oman
Keyword(s):  
Virtual Reality ◽  
Visual Processing ◽  
Line Length ◽  
Perceptual Cues ◽  
Virtual Reality Environment ◽  
Top Down ◽  
Test Conditions ◽  
The Subject ◽  
Processing Mechanisms

The role of top-down processing on the horizontal-vertical line length illusion was examined by means of an ambiguous room with dual visual verticals. In one of the test conditions, the subjects were cued to one of the two verticals and were instructed to cognitively reassign the apparent vertical to the cued orientation. When they have mentally adjusted their perception, two lines in a plus sign configuration appeared and the subjects had to evaluate which line was longer. The results showed that the line length appeared longer when it was aligned with the direction of the vertical currently perceived by the subject. This study provides a demonstration that top-down processing influences lower level visual processing mechanisms. In another test condition, the subjects had all perceptual cues available and the influence was even stronger.

Laparoscopic Cholecystectomy

Swiss Surgery ◽  
2002 ◽  
Vol 8 (6) ◽  
pp. 250-254
Author(s):  
Vogelbach ◽  
Bogdan ◽  
Rosenthal ◽  
Pfefferkorn ◽  
Triponez
Keyword(s):  
Virtual Reality ◽  
Laparoscopic Cholecystectomy ◽  
Neue Technik

Fragestellung: Die dieser Untersuchung zugrunde liegende Frage war, ob das angewandte Ausbildungskonzept geeignet war, um am Beispiel der Einführung der laparoskopischen Cholezystektomie eine neue Operationsmethode in einer universitären Ausbildungsklinik mit einer grossen Anzahl Chirurgen zu etablieren. Patienten und Methodik: Seit Einführung der ersten laparoskopischen Cholezystektomie wurden alle Cholezystektomien während zwei Jahren (Mai 1990 bis Mai 1992) prospektiv erfasst. Ein Ausbildungskonzept wurde gewählt, bei dem jeweils ein Operateur durch einen Tutor geschult wurde und so 15 konsekutive Eingriffe durchführte, um dann die Technik einem weiteren auszubildenden Chirurgen zu instruieren. Resultate: In zwei Jahren wurden 355 Patienten cholezystektomiert. 60% der Operationen wurden laparoskopisch durchgeführt oder begonnen. 40% der Operationen wurden offen durchgeführt. In den ersten zwei Jahren konnten 13 Operateure (durchschnittlich 16 Operationen / Operateur , range 1 - 60) in die neue Technik eingeführt werden. Es traten keine schweren Komplikationen, insbesondere keine Gallenwegsverletzungen in dieser Einführungsphase auf. Diskussion: In der Literatur wird dieses Vorgehen bei der Einführungsphase seit 1992 wiederholt vorgestellt, diskutiert und empfohlen. Zwischenzeitlich gibt es Richtlinien von Fachgesellschaften und nationalen Institutionen, welche die Ausbildung zur Ausführung neuer chirurgischer Techniken reglementieren. In den letzten Jahren verlagern sich die ersten Ausbildungsschritte in Richtung Trainingskurse an skill-stations und virtual reality Trainer. Schlussfolgerung: Das beschriebene Ausbildungskonzept bewährte sich in der Einführungsphase der laparoskopischen Cholezystektomie zu Beginn der 90er-Jahre.

Virtual reality-enabled treatment of nightmares.

Dreaming ◽  
2018 ◽  
Vol 28 (3) ◽  
pp. 205-224 ◽  
Author(s):  
Patrick McNamara ◽  
Kendra Holt Moore ◽  
Yiannis Papelis ◽  
Saikou Diallo ◽  
Wesley J. Wildman
Keyword(s):  
Virtual Reality
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