Live-action mass-casualty training and virtual world training

2016 ◽  
Vol 60 (1) ◽  
pp. 2103-2107 ◽  
Author(s):  
Keith T. Shubeck ◽  
Scotty D. Craig ◽  
Xiangen Hu
Keyword(s):  
Virtual World ◽  
Domain Knowledge ◽  
Mass Casualty ◽  
Learning Technologies ◽  
Learning Needs ◽  
Web Based ◽  
Tutoring Systems ◽  
Aeromedical Evacuation ◽  
User Input ◽  
Live Action

Live-action training simulations with expert facilitators are considered by many to be the gold-standard in training environments. However, these training environments are expensive, provide many logistical challenges, and may not address the individual’s learning needs. Fortunately, advances in distance-based learning technologies have provided the foundation for inexpensive and effective learning environments that can simultaneously train and educate students on a much broader scale than live-action training environments. Specifically, intelligent tutoring systems (ITSs) have been proven to be very effective in improving learning outcomes. The Virtual Civilian Aeromedical Evacuation Sustainment Training (VCAEST) interface takes advantage of both of these technologies by enhancing a virtual world with a web-based ITS, AutoTutor LITE (Learning in Interactive Training Environments). AutoTutor LITE acts as a facilitator in the virtual world by providing just-in-time feedback, presenting essential domain knowledge, and by utilizing tutoring dialogues that automatically assess user input. This paper will discuss the results of an experimental evaluation of the VCAEST environment compared to an expert-led live-action training simulation.

Web-Based Music Intelligent Tutoring Systems

2011 ◽  
pp. 231-248
Author(s):  
Somnuk Phon-Amnuaisuk ◽  
Chee Keh Siong
Keyword(s):  
Teaching And Learning ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Learning Technologies ◽  
Tutoring System ◽  
Web Based ◽  
Tutoring Systems ◽  
Pedagogical Aspect ◽  
Teaching Music ◽  
Inference Techniques

Our work bridges two interesting topics: the research in the area of web-based applications and the area of learning technologies. We give an overall picture of the current development in web-based music intelligent tutoring system (WMITS). The term WMITS is coined by us to describe the two main areas in our focus. In this chapter, we address the following issues: (i) the pedagogical aspect of teaching and learning music, (ii) the background of music intelligent tutoring system and (iii) our WMITS system for teaching music theories. A web-based environment offers strengths in terms of accessibility and self-paced learning. However, the environment has a great drawback in terms of inter-activities between the users and the system. Our design addresses this issue by developing a specialised client tool. The client tool provides an interactive environment for score editing which is crucial for learning music theories. The system incorporates three major inference techniques (i.e. Deductive, Inductive, and Bayesian Inference) in dealing with music theories and uncertain knowledge such as students’ understanding.

A Model for Structured Data Entry Based on Explicit Descriptional Knowledge

1994 ◽  
Vol 33 (05) ◽  
pp. 454-463 ◽  
Author(s):  
A. M. van Ginneken ◽  
J. van der Lei ◽  
J. H. van Bemmel ◽  
P. W. Moorman
Keyword(s):  
Domain Knowledge ◽  
Data Entry ◽  
Knowledge Bases ◽  
Structured Data ◽  
Research Quality ◽  
Free Text ◽  
Specific Knowledge ◽  
User Input ◽  
The One ◽  
Research Quality Assessment

Abstract:Clinical narratives in patient records are usually recorded in free text, limiting the use of this information for research, quality assessment, and decision support. This study focuses on the capture of clinical narratives in a structured format by supporting physicians with structured data entry (SDE). We analyzed and made explicit which requirements SDE should meet to be acceptable for the physician on the one hand, and generate unambiguous patient data on the other. Starting from these requirements, we found that in order to support SDE, the knowledge on which it is based needs to be made explicit: we refer to this knowledge as descriptional knowledge. We articulate the nature of this knowledge, and propose a model in which it can be formally represented. The model allows the construction of specific knowledge bases, each representing the knowledge needed to support SDE within a circumscribed domain. Data entry is made possible through a general entry program, of which the behavior is determined by a combination of user input and the content of the applicable domain knowledge base. We clarify how descriptional knowledge is represented, modeled, and used for data entry to achieve SDE, which meets the proposed requirements.

LIRKIS Global Collaborative Virtual Environments: Current State and Utilization Perspective

2020 ◽  
Vol 11 (1) ◽  
pp. 99-106
Author(s):  
Marián Hudák ◽  
Štefan Korečko ◽  
Branislav Sobota
Keyword(s):  
Virtual Reality ◽  
Virtual Environments ◽  
Smart Devices ◽  
Collaborative Virtual Environments ◽  
Web Based ◽  
Smart Client ◽  
Input Devices ◽  
User Input ◽  
History Of ◽  
Shared Virtual Environments

AbstractRecent advances in the field of web technologies, including the increasing support of virtual reality hardware, have allowed for shared virtual environments, reachable by just entering a URL in a browser. One contemporary solution that provides such a shared virtual reality is LIRKIS Global Collaborative Virtual Environments (LIRKIS G-CVE). It is a web-based software system, built on top of the A-Frame and Networked-Aframe frameworks. This paper describes LIRKIS G-CVE and introduces its two original components. The first one is the Smart-Client Interface, which turns smart devices, such as smartphones and tablets, into input devices. The advantage of this component over the standard way of user input is demonstrated by a series of experiments. The second component is the Enhanced Client Access layer, which provides access to positions and orientations of clients that share a virtual environment. The layer also stores a history of connected clients and provides limited control over the clients. The paper also outlines an ongoing experiment aimed at an evaluation of LIRKIS G-CVE in the area of virtual prototype testing.

scholarly journals Impacts of a web-based educational program for veterans who read their mental health notes online

2018 ◽  
Vol 26 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Lauren M Denneson ◽  
Maura Pisciotta ◽  
Elizabeth R Hooker ◽  
Amira Trevino ◽  
Steven K Dobscha
Keyword(s):  
Mental Health ◽  
Mental Health Treatment ◽  
Educational Program ◽  
Patient Activation ◽  
Patient Portal ◽  
Veterans Health ◽  
Health Administration ◽  
Perceived Efficacy ◽  
Web Based ◽  
User Input

Abstract Objective This study evaluates whether a web-based educational program for patients who read their mental health notes online improves patient-clinician communication and increases patient activation. Methods The web-based educational program, developed with end-user input, was designed to educate patients on the content of mental health notes, provide guidance on communicating with clinicians about notes, and facilitate patients’ safe and purposeful use of their health information. Eligible patients were engaged in mental health treatment (≥1 visit in the prior 6 months) and had logged into the Veterans Health Administration (VHA) patient portal at least twice. Participants completed measures of patient activation, perceived efficacy in healthcare interactions, patient trust in their clinicians, and patient assessment of the therapeutic relationship before and after participating in the program. A total of 247 participants had complete data and engaged with the program for 5 minutes or more, comprising the analytic sample. Multivariate analysis using mixed effects models were used to examine pre-post changes in outcomes. Results In bivariate analyses, patient activation, perceived efficacy in healthcare interactions, and trust in clinicians increased significantly between pre- and post-training assessments. In fully adjusted models, changes in patient activation [b = 2.71 (1.41, 4.00), P < 0.01] and perceived efficacy in healthcare interactions [b = 1.27 (0.54, 2.01), P < 0.01)] remained significant. Conclusions Findings suggest that this educational program may help empower mental health patients who read their notes online to be active participants in their care, while also providing information and tools that may facilitate better relationships with their clinicians.

scholarly journals Second Life and Classical Music Education: Developing Iconography That Encourages Human Interaction

2009 ◽  
Vol 2 (1) ◽  
Author(s):  
David Thomas Schwartz
Keyword(s):  
Music Education ◽  
Second Life ◽  
Virtual World ◽  
Classical Music ◽  
Human Interaction ◽  
Socratic Method ◽  
Web Based ◽  
Disney World ◽  
Educational Paths

Since January 2007, Music Academy Online , a web-based business dedicated to generating interest in classical music, has been developing a ‘Disney World for Classical Music’ in the virtual world of Second Life®. The virtual world provides a unique opportunity to teach classical music in an interdisciplinary fashion, the ability to reach out to a population that is hesitant to explore classical music, and a way for reaching out to those who have been disenfranchised by traditional educational paths. This has led to the development of iconography in Second Life that exploits the virtual world’s inherent ability to put seemingly disparate information together in a way that encourages questioning and discussion. But above all, this has led to the conclusion that the importance of human interaction and the Socratic method are the key elements in virtual world education.

scholarly journals E-scape: Interactive visualization of single cell phylogenetics and spatio-temporal evolution in cancer

2016 ◽  
Author(s):  
Maia A. Smith ◽  
Cydney Nielsen ◽  
Fong Chun Chan ◽  
Andrew McPherson ◽  
Andrew Roth ◽  
...  
Keyword(s):  
Single Cell ◽  
Visual Analytics ◽  
Domain Knowledge ◽  
Treatment Resistance ◽  
Cancer Evolution ◽  
Imaging Data ◽  
Web Based ◽  
Clinical Endpoints ◽  
Cell Experiment ◽  
Spatio Temporal

Inference of clonal dynamics and tumour evolution has fundamental importance in understanding the major clinical endpoints in cancer: development of treatment resistance, relapse and metastasis. DNA sequencing technology has made measuring clonal dynamics through mutation analysis accessible at scale, facilitating computational inference of informative patterns of interest. However, currently no tools allow for biomedical experts to meaningfully interact with the often complex and voluminous dataset to inject domain knowledge into the inference process. We developed an interactive, web-based visual analytics software suite called E-scape which supports dynamically linked, multi-faceted views of cancer evolution data. Developed using R and javascript d3.js libraries, the suite includes three tools: TimeScape and MapScape for visualizing population dynamics over time and space, respectively, and CellScape for visualizing evolution at single cell resolution. The tool suite integrates phylogenetic, clonal prevalence, mutation and imaging data to generate intuitive, dynamically linked views of data which update in real time as a function of user actions. The system supports visualization of both point mutation and copy number alterations, rendering how mutations distribute in clones in both bulk and single cell experiment data in multiple representations including phylogenies, heatmaps, growth trajectories, spatial distributions and mutation tables. E-scape is open source and is freely available to the community at large.

scholarly journals Context-based Word Acquisition for Situated Dialogue in a Virtual World

2010 ◽  
Vol 37 ◽  
pp. 247-277 ◽  
Author(s):  
S. Qu ◽  
J. Y. Chai
Keyword(s):  
Virtual World ◽  
Language Production ◽  
Domain Knowledge ◽  
Contextual Information ◽  
Eye Gaze ◽  
Learning Approaches ◽  
New Words ◽  
Word Acquisition ◽  
Language Behavior ◽  
Situated Dialogue

To tackle the vocabulary problem in conversational systems, previous work has applied unsupervised learning approaches on co-occurring speech and eye gaze during interaction to automatically acquire new words. Although these approaches have shown promise, several issues related to human language behavior and human-machine conversation have not been addressed. First, psycholinguistic studies have shown certain temporal regularities between human eye movement and language production. While these regularities can potentially guide the acquisition process, they have not been incorporated in the previous unsupervised approaches. Second, conversational systems generally have an existing knowledge base about the domain and vocabulary. While the existing knowledge can potentially help bootstrap and constrain the acquired new words, it has not been incorporated in the previous models. Third, eye gaze could serve different functions in human-machine conversation. Some gaze streams may not be closely coupled with speech stream, and thus are potentially detrimental to word acquisition. Automated recognition of closely-coupled speech-gaze streams based on conversation context is important. To address these issues, we developed new approaches that incorporate user language behavior, domain knowledge, and conversation context in word acquisition. We evaluated these approaches in the context of situated dialogue in a virtual world. Our experimental results have shown that incorporating the above three types of contextual information significantly improves word acquisition performance.

scholarly journals The Application of Affective Computing Technology to E-Learning

2014 ◽  
pp. 109-128
Author(s):  
Nik Thompson ◽  
Tanya Jane McGill
Keyword(s):  
Affective Computing ◽  
Physiological State ◽  
Affective State ◽  
Significant Proportion ◽  
Human Interaction ◽  
Human Communication ◽  
Tutoring Systems ◽  
User Input ◽  
E Learning ◽  
New Generation

This chapter discusses the domain of affective computing and reviews the area of affective tutoring systems: e-learning applications that possess the ability to detect and appropriately respond to the affective state of the learner. A significant proportion of human communication is non-verbal or implicit, and the communication of affective state provides valuable context and insights. Computers are for all intents and purposes blind to this form of communication, creating what has been described as an “affective gap.” Affective computing aims to eliminate this gap and to foster the development of a new generation of computer interfaces that emulate a more natural human-human interaction paradigm. The domain of learning is considered to be of particular note due to the complex interplay between emotions and learning. This is discussed in this chapter along with the need for new theories of learning that incorporate affect. Next, the more commonly applicable means for inferring affective state are identified and discussed. These can be broadly categorized into methods that involve the user’s input and methods that acquire the information independent of any user input. This latter category is of interest as these approaches have the potential for more natural and unobtrusive implementation, and it includes techniques such as analysis of vocal patterns, facial expressions, and physiological state. The chapter concludes with a review of prominent affective tutoring systems in current research and promotes future directions for e-learning that capitalize on the strengths of affective computing.

scholarly journals Increasing Effectiveness of Cooperative Extension's Master Gardener Volunteers

2011 ◽  
Vol 21 (2) ◽  
pp. 150-154 ◽  
Author(s):  
Ellen M. Bauske ◽  
Lelia Kelly ◽  
Kerry Smith ◽  
Lucy Bradley ◽  
Timothy Davis ◽  
...  
Keyword(s):  
Learning Technologies ◽  
Master Gardener ◽  
Web Based ◽  
Online Systems ◽  
Face To Face ◽  
Telephone Helpline ◽  
Effective Dissemination ◽  
Distance Learning Technologies ◽  
The University ◽  
User Friendly

Extension Master Gardener (EMG) volunteers are key to effective dissemination of horticultural information to the public. The goal of this workshop was to identify techniques to increase the capacity and effectiveness of EMG volunteers. The workshop focused on projects and tools that reduce the administrative burden of managing volunteers, increase the scope of issues that volunteers are prepared to address, and pool volunteer efforts and resources across county lines. Two online systems for managing and reporting EMG volunteer activities were described. Both systems are intuitive, user-friendly, and updated without the assistance of web managers. Regional web-based, advanced training on specific topics was used to expand educational messages of EMG volunteers and eliminate the costs associated with face-to-face training. Presentations were made using distance learning technologies and resources were shared online. Hosting agents tailored hands-on supporting activities to meet local needs. Volunteers expanded extension outreach by answering noncommercial landscape and garden telephone questions. Many of the administrative, logistical, and resource burdens associated with the EMG helpline phone service were overcome by working across county lines, standardizing training, centralizing supporting resources, and clustering volunteers into regional telephone helpline offices. Other projects and tools presented in the workshop focused on the need to affirm and/or foster the volunteers' connection with the university and the outreach mission of Cooperative Extension.

Recent Advances in Intelligent Tutoring Systems

2013 ◽  
pp. 631-647
Author(s):  
Joel J. P. C. Rodrigues ◽  
Pedro F. N. João ◽  
Isabel de la Torre Díez
Keyword(s):  
Learning Process ◽  
Intelligent Tutoring Systems ◽  
Intelligent Tutoring ◽  
Field Tests ◽  
Study Guide ◽  
Web Based ◽  
Tutoring Systems ◽  
Recent Advances ◽  
The Web

Intelligent Tutoring Systems (ITS) include interactive applications with some intelligence that supports the learning process. Some of ITS have had a very large impact on educational outcomes in field tests, and they have provided an important ground for artificial intelligence research. This chapter elaborates on recent advances in ITS and includes a case study presenting an ITS called EduTutor. This system was created for the Web-Based Aulanet Learning Management System (LMS). It focuses on subjects for the first cycle of studies of the Portuguese primary education system, between the first and the fourth year. It facilitates the perception of the learning process of each student, individually, in a virtual environment, as a study guide. Moreover, EduTutor has been designed and its architecture prepared for being easily integrated into higher levels of studies, different subjects, and several languages. Currently, it is used in the Aulanet LMS platform.

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