What are the risks of Virtual Reality data? Learning Analytics, Algorithmic Bias and a Fantasy of Perfect Data

2021 ◽  
pp. 146144482110127
Author(s):  
Marcus Carter ◽  
Ben Egliston
Keyword(s):  
Virtual Reality ◽  
Learning Process ◽  
Learning Analytics ◽  
Soft Skills ◽  
Education Technology ◽  
Skills Training ◽  
Emerging Technology ◽  
Critical Issues ◽  
Vr Training ◽  
Algorithmic Bias

Virtual reality (VR) is an emerging technology with the potential to extract significantly more data about learners and the learning process. In this article, we present an analysis of how VR education technology companies frame, use and analyse this data. We found both an expansion and acceleration of what data are being collected about learners and how these data are being mobilised in potentially discriminatory and problematic ways. Beyond providing evidence for how VR represents an intensification of the datafication of education, we discuss three interrelated critical issues that are specific to VR: the fantasy that VR data is ‘perfect’, the datafication of soft-skills training, and the commercialisation and commodification of VR data. In the context of the issues identified, we caution the unregulated and uncritical application of learning analytics to the data that are collected from VR training.

Experiential Learning in the Myself Project

2011 ◽  
pp. 360-372 ◽  
Author(s):  
Luigi Anolli ◽  
Fabrizia Mantovani ◽  
Massimo Balestra ◽  
Piet Kommers ◽  
Odile Robotti ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Affective Computing ◽  
Soft Skills ◽  
Skills Training ◽  
Open Questions ◽  
Critical Issues ◽  
E Learning ◽  
Project Objectives ◽  
Interactive Simulations ◽  
And Training

New trends in information technology are strongly influencing and shaping the growth of e-learning, and progressively resolving a number of critical issues currently limiting its dissemination to wider populations. The main goal of this chapter is to outline the MySelf Project, which aims to expand the potential of e-learning through the implementation of Affective Computing and training in soft skills. The chapter contents are therefore divided into two main sections: firstly, implementation of affective computing in the Myself project through the design and development of a 3D virtual tutor and research on possible implementations of multimodal recognition of user emotions; secondly, the development of 3D interactive simulations for soft skills training. Each section sets out the state of the art for the areas covered, outlines the Myself project objectives and possible operative applications, describes the work carried out to date, and discusses critical issues, open questions and future directions for the project.

scholarly journals Procedural virtual reality simulation training for robotic surgery: a randomised controlled trial

2021 ◽  
Author(s):  
Nicholas Raison ◽  
Patrick Harrison ◽  
Takashige Abe ◽  
Abdullatif Aydin ◽  
Kamran Ahmed ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Controlled Trial ◽  
Skills Training ◽  
Training Programme ◽  
Learning Curves ◽  
Robotic Training ◽  
Training Experience ◽  
Technological Advances ◽  
Fresh Frozen ◽  
Vr Training

Abstract Background Virtual reality (VR) training is widely used for surgical training, supported by comprehensive, high-quality validation. Technological advances have enabled the development of procedural-based VR training. This study assesses the effectiveness of procedural VR compared to basic skills VR in minimally invasive surgery. Methods 26 novice participants were randomised to either procedural VR (n = 13) or basic VR simulation (n = 13). Both cohorts completed a structured training programme. Simulator metric data were used to plot learning curves. All participants then performed parts of a robotic radical prostatectomy (RARP) on a fresh frozen cadaver. Performances were compared against a cohort of 9 control participants without any training experience. Performances were video recorded and assessed blindly using GEARS post hoc. Results Learning curve analysis demonstrated improvements in technical skill for both training modalities although procedural training was associated with greater training effects. Any VR training resulted in significantly higher GEARS scores than no training (GEARS score 11.3 ± 0.58 vs. 8.8 ± 2.9, p = 0.002). Procedural VR training was found to be more effective than both basic VR training and no training (GEARS 11.9 ± 2.9 vs. 10.7 ± 2.8 vs. 8.8 ± 1.4, respectively, p = 0.03). Conclusions This trial has shown that a structured programme of procedural VR simulation is effective for robotic training with technical skills successfully transferred to a clinical task in cadavers. Further work to evaluate the role of procedural-based VR for more advanced surgical skills training is required.

scholarly journals T227. VIRTUAL REALITY SOCIAL SKILLS TRAINING IMPROVES SOCIAL ATTENTION IN INDIVIDUALS WITH SCHIZOPHRENIA

2020 ◽  
Vol 46 (Supplement_1) ◽  
pp. S319-S319
Author(s):  
Lénie Torregrossa ◽  
Megan Ichinose ◽  
Laura Hieber Adery ◽  
Heathman Nichols ◽  
Joshua Wade ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Social Skills ◽  
Social Interactions ◽  
Social Engagement ◽  
Social Skills Training ◽  
Negative Symptoms ◽  
Skills Training ◽  
Social Attention ◽  
Social Interventions ◽  
Vr Training

Abstract Background Social impairment is a core feature of schizophrenia presenting a major barrier to recovery. Although antipsychotic medications can reduce psychotic symptoms, social impairments often persist, contributing to poor outcome. Validated interventions, such as Social Skills Training (Bellack et al., 2004), target a broad range of social domains but they yield only modest effect sizes for social outcome (Pfammatter et al, 2006). Moreover, conventional social interventions suffer from high burden on the clients and therapists, low adherence, lack of personalization, and low generalizability. Importantly, social interventions are not widely available. Virtual reality (VR) offers a viable alternative to conventional therapies with several advantages including high acceptability, an extensive repertoire of stimuli, low-burden, low-cost and safety (Strickland, 1997). Importantly, VR allows for a precise targeting of social cognitive mechanisms. Social attention, the fast orientation and allocation of resources to social stimuli can be indexed by tracking eye movements. Abnormal eye scanning behavior during social interactions has been linked to poor social functioning in schizophrenia (Brunet-Gouet & Decety, 2006). We designed a VR-based social skills training game to directly target social attention in schizophrenia. Methods Eighteen individuals with schizophrenia (SZ) participated in the VR training game twice a week for 5 weeks. Eye movement patterns were recorded throughout the training. Subjects were required to solve social “missions” (e.g., obtain personal information through conversations with avatars) in different naturalistic scenarios. To start a mission, participants had to fixate on the chosen avatar. The latency to engage in a social interaction was indexed by the fixation time (social engagement latency). Each session consisted of 12 missions. We compared social engagement latency and eye gaze patterns pre- and post-training to assess the efficacy of the VR social skills training program. Results Social engagement latency significantly decreased after 10 sessions (d=0.78). This result suggests that prosocial attention benefitted from VR training. We also found that the standard deviation of dwell time (i.e., proportion of time spent looking at the avatar’s face during a conversation) significantly increased across training sessions (d=0.56). This result suggests an increased modulation of interpersonal engagement during social interaction. Additionally, participants’ emotion recognition ability significantly increased (η2 = 0.27), and negative symptoms significantly decreased (η2=0.34) from pre- to post- training. Importantly, these changes in social attention correlated with improvement in negative symptoms. Discussion Simulated and targeted social interactions with avatars in VR significantly improved social attention in individuals with schizophrenia. Importantly, improvements in negative symptoms and emotion perception after training suggest that this training protocol has an impact on a broad range of social functions. VR training is a promising alternative to traditional psychosocial interventions to target specific mechanisms underlying social functioning in schizophrenia.

scholarly journals Opening education through emerging technology: What are the prospects? Public perceptions of Artificial Intelligence and Virtual Reality in the classroom

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
James E. Katz ◽  
Kate K. Mays ◽  
Yiming Skylar Lei
Keyword(s):  
Artificial Intelligence ◽  
Decision Making ◽  
Virtual Reality ◽  
Learning Outcomes ◽  
Education Technology ◽  
Emerging Technology ◽  
Public Perceptions ◽  
Teaching Tool ◽  
Visual Component ◽  
The Us

Education technology (Edtech) is a booming industry based on its potential to transform education and learning outcomes. With concern over remote learning, there is renewed excitement about the visual component of Edtech, namely VR, along with artificial intelligence (AI), resulting in more significant investments and innovations. Despite industrial-scale investment in Edtech's diffusion, less is known about the public's view. The public's reception of these technologies, though, maybe necessary in determining the contours of their eventual utilization. Therefore, we conducted a mixed-methods analysis based on a survey of a representative sample of the US population (N=2,254) that explores perceptions of Edtech in two instantiations: AI and VR in education. Respondents were more accepting of VR as a teaching tool than AI taking on educational roles. Assistive AI was born over AI with decision-making responsibilities. Personality and experiential traits had an influence on respondents' openness to education technologies. The results suggest support for a blended model of AI and VR use in the classroom.

scholarly journals Feasibility, Acceptability, and Efficacy of Virtual Reality Training for Older Adults and People With Disabilities: Single-Arm Pre-Post Study (Preprint)

2021 ◽  
Author(s):  
Pui Hing Chau ◽  
Yan Yan Jojo Kwok ◽  
Mee Kie Maggie Chan ◽  
Ka Yu Daniel Kwan ◽  
Kam Lun Wong ◽  
...  
Keyword(s):  
Older Adults ◽  
Virtual Reality ◽  
Cognitive Function ◽  
Upper Limb ◽  
People With Disabilities ◽  
Skills Training ◽  
Evaluation Study ◽  
Community Living ◽  
Vr Training ◽  
Living Skills

BACKGROUND Unlike most virtual reality (VR) training programs that are targeted at homogenous populations, a set of VR games for rehabilitation purposes targeted at a heterogeneous group of users was developed. The VR games covered physical training, cognitive training (classification and reality orientation), community-living skills training, and relaxing scenery experiences. Special considerations for local older adults and people with disabilities were made in terms of hardware choice and software design. OBJECTIVE This study aimed to evaluate the feasibility, acceptance, and efficacy of VR training among users with varying abilities. METHODS A single-arm pretest-posttest evaluation study was conducted. The participants of the evaluation study were encouraged to undergo 30-minute VR training three times a week for 6 weeks. The 30-minute session consisted of 10 minutes of upper-limb motion games, 10 minutes of lower-limb motion games, and 10 minutes of cognitive games/community-living skills training/relaxing scenery experiences, as appropriate. On completion of each session, usage statistics were documented via the built-in VR software, whereas feedback on the experience of the VR games and adverse events was collected via self-reports and staff observations. Feasibility was reflected by usage statistics, and acceptance was reflected by positive feedback. In addition, health outcomes, including upper-limb dexterity, functional mobility, cognitive function, and happiness, were assessed at baseline, as well as 6 weeks and 3 months after baseline. The primary outcomes were upper-limb dexterity and acceptance of playing VR games. RESULTS A total of 135 participants with a mean age of 62.7 years (SD 21.5) were recruited from May 2019 to January 2020, and 124 (91.9%) completed at least one follow-up. Additionally, 76.3% (103/135) of the participants could attend at least 70% of the proposed 18 sessions, and 72.5% (1382/1906) of the sessions had a training time of at least 20 minutes. Linear mixed effect models showed statistically significant effects in terms of upper-limb dexterity (small effect) and cognitive function (moderate effect). Among the 135 participants, 88 provided positive comments. Additionally, 10.4% (14/135) reported mild discomfort, such as dizziness, and none reported severe discomfort. CONCLUSIONS A set of VR training games for rehabilitation could be applied to users with heterogeneous abilities. Our VR games were acceptable to local older adults and those with different disabilities. Benefits in upper-limb dexterity and cognitive function were observed despite partial compliance to the training protocol. Service providers could refer to our experiences when developing VR training systems for their clients.

scholarly journals The Perception of Soft Skills and Their Training at Hotel Front – Office in Connection to CoVid-19 Pandemics

TEM Journal ◽  
2021 ◽  
pp. 517-521
Author(s):  
Stepan Chalupa ◽  
Karel Chadt
Keyword(s):  
Virtual Reality ◽  
Hospitality Industry ◽  
Soft Skills ◽  
Training Evaluation ◽  
Skills Training ◽  
Structured Interviews ◽  
Real Situation ◽  
Front Office ◽  
Critical Situations

This paper deals with soft skills training in the hospitality industry during the pandemic of Covid - 19. Based on the semi-structured interviews with hotel and front office managers, the main topics of communication with clients and their issues were identified, and the insufficiencies in employee approach towards these situations. The findings show that the employees are not prepared for critical situations and need proper soft skills training. This paper proposes virtual reality as a platform for real situation training, including feedback and in-training evaluation.

scholarly journals Simple Virtual Reality Skill Training System for Manual Arc Welding

2014 ◽  
Vol 26 (1) ◽  
pp. 78-84 ◽  
Author(s):  
Xin Liang ◽  
◽  
Hideo Kato ◽  
Nobuyoshi Hashimoto ◽  
Kazuya Okawa ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Arc Welding ◽  
Skills Training ◽  
Training System ◽  
High Tech ◽  
Custom Made ◽  
Manual Arc Welding ◽  
Vr Training ◽  
Welding Processes ◽  
Metal Work

Although many metal work welding processes have been robotized recently, manual welding is indispensable in custom-made and high-mix low-volume productions. Hence, skilled welders are needed widely in the metal work industry. On the other hand, many people have little incentive to become a new welder because of the high physical risk and heavy demands of skills training. Virtual Reality (VR) technology may provide an effective solution, and various complex high-tech VR systems for training have been proposed so far. However, high tech VR training systems may not be required as long as the skill to be acquired is analyzed, and its tasks are confined. In this paper, a simple VR training system for steady state electrode manipulation skills in manual arc welding is proposed that uses neither force display nor mixed reality, and its effectiveness is verified. Good correlation is found between skills learned via VR welding and in actual welding in experimental tasks. Consequently, the proposed system can train novice welders safely.

Implementation of Guidance nuanced Learning Model at MAN 1 Bandar Lampung

2020 ◽  
Vol 7 (1) ◽  
pp. 47-52
Author(s):  
Rifda El Fiah ◽  
Saiful Bahri
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Formal Education ◽  
Rating Scale ◽  
Soft Skills ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Expert Rating ◽  
Hard Skills ◽  
Process Implementation

This research was conducted based on the problems that often arise in formal education learning. This problem has an impact on learning achievement results obtained by students. This research was conducted at MAN 1 Bandar Lampung. The purpose of this study was to determine the feasibility of the instructional model nuanced guidance data collection techniques using expert rating scale and user rating scale. The results of this study indicate that the nuanced learning model meets the achievement of student learning outcomes in MAN 1 Bandar Lampung, by developing students' knowledge and skills in the form of soft skills and hard skills. Guidance nuanced learning model design consists of learning process planning standards, learning process implementation standards, learning process outcome standards, and learning process control standards. 

56. Proficiency at the end of practice predicts retention of a technical clinical skills

2007 ◽  
Vol 30 (4) ◽  
pp. 59
Author(s):  
H. Carnahan ◽  
E. Hagemann ◽  
A. Dubrowski
Keyword(s):  
Virtual Reality ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Technical Skills ◽  
Skills Training ◽  
Retention Performance ◽  
Specific Criterion ◽  
Practice Trials ◽  
Practice Time ◽  
Criterion Time

A debate is emerging regarding the efficacy of proficiency based versus duration based training of technical skills. It is not clear whether the performance level attained at the end of practice (i.e., proficiency criteria), or the overall amount of practice performed during learning will best predict the retention of a technical clinical skill. The skill learned was the single-handed double square-knot. Forty two trainees learned the skill through video-based instruction and were divided into three groups (14 participants per group) each with a specific criterion time to tie the knot (10, 15, and 20 seconds). Practice continued until participants completed the knot within their criterion time. The total number of trials, and the overall practice time required to obtain each respective criterion were recorded during practice. Participants returned one-week later for a timed retention test consisting of one trial of the knot tying skill with no video instruction. A multiple regression analysis tested whether the amount of practice, the total practice time, or the criterion reached at the end of practice was the best predictor of the time taken to perform the skill during retention. This analysis showed that the number of practice trials was highly correlated with total practice time (r = .82, p = .01), therefore total practice time was withdrawn as a predictor variable from the subsequent analysis. The regression showed that the only significant predictor of retention performance was the criterion reached at the end of practice (p = .03). The number of practice trials was not found to significantly predict the retention performance (p = .87). The results support the notion that proficiency based training results in better retention of a technical clinical skill in comparison to duration based approaches. This provides evidence for the introduction of proficiency based educational approaches in technical skills curricula. Jowett N, LeBlanc V, Xeroulis G, MacRae H, Dubrowski A. Surgical skill acquisition with self-directed practice using computer-based video training. Am J Surg. 2007; 193(2):237-42. Gallagher AG, Ritter EM, Champion H, Higgins G, Fried MP, Moses G, Smith CD, Satava RM. Virtual reality simulation for the operating room: proficiency-based training as a paradigm shift in surgical skills training. Ann Surg. 2005; 241(2):364-72. Van Sickle KR, Ritter EM, McClusky DA, Lederman A, Baghai M, Gallagher AG, Smith CD. Attempted establishment of proficiency levels for laparoscopic performance on a national scale using simulation: the results from the 2004 SAGES Minimally Invasive Surgical Trainer-Virtual Reality (MIST-VR) learning center study. Surg Endosc. 2007; 21(1):5-10.

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