scholarly journals Virtual Reality Educational Tool for Connecting Chemistry Lecture with Remote Laboratory Demonstrations

2020 ◽  
Author(s):  
Yuming Tian ◽  
Haoluo Fu ◽  
Jiawei Liu ◽  
Le Wang ◽  
Xiaoji Xu
Keyword(s):  
Physical Chemistry ◽  
Analytical Chemistry ◽  
Virtual Reality ◽  
Stem Education ◽  
Teaching Assistant ◽  
Educational Tool ◽  
General Audience ◽  
Lecture Room ◽  
Research Equipment

<p>Providing access to up-to-date and expensive instruments for a large classroom is challenging for courses of analytical chemistry and physical chemistry, where knowledge on analytical methods or demonstration of phenomena is associated with a specialized instrument. In this technology report, we present our solution to this challenge: a virtual reality (VR) chemical educational tool that provides <i>in situ</i> user experience on research equipment to a large classroom. The VR educational tool consists of a VR camera in the laboratory attached to a teaching assistant who performs the experiment and many virtual reality playing devices in a classroom watched by students. The experience of experimenting is shared with the students in the classroom. Moreover, the VR educational tool can also provide an immersive experience on laboratory demonstrations to the general audience for outreach, without the constraint from safety concerns. Further utilization of the VR educational tool is expected to remove the barrier between the lecture room and the laboratory and enable new pedagogical methods for lectures in STEM education.</p>

scholarly journals Virtual Reality Educational Tool for Connecting Chemistry Lecture with Remote Laboratory Demonstrations

2020 ◽  
Author(s):  
Yuming Tian ◽  
Haoluo Fu ◽  
Jiawei Liu ◽  
Le Wang ◽  
Xiaoji Xu
Keyword(s):  
Physical Chemistry ◽  
Analytical Chemistry ◽  
Virtual Reality ◽  
Stem Education ◽  
Teaching Assistant ◽  
Educational Tool ◽  
General Audience ◽  
Lecture Room ◽  
Research Equipment

<p>Providing access to up-to-date and expensive instruments for a large classroom is challenging for courses of analytical chemistry and physical chemistry, where knowledge on analytical methods or demonstration of phenomena is associated with a specialized instrument. In this technology report, we present our solution to this challenge: a virtual reality (VR) chemical educational tool that provides <i>in situ</i> user experience on research equipment to a large classroom. The VR educational tool consists of a VR camera in the laboratory attached to a teaching assistant who performs the experiment and many virtual reality playing devices in a classroom watched by students. The experience of experimenting is shared with the students in the classroom. Moreover, the VR educational tool can also provide an immersive experience on laboratory demonstrations to the general audience for outreach, without the constraint from safety concerns. Further utilization of the VR educational tool is expected to remove the barrier between the lecture room and the laboratory and enable new pedagogical methods for lectures in STEM education.</p>

Eye movements in sports research and practice: Immersive technologies as optimal environments for the study of gaze behaviour

2020 ◽  
Author(s):  
David Harris ◽  
Mark Wilson ◽  
Tim Holmes ◽  
Toby de Burgh ◽  
Samuel James Vine
Keyword(s):  
Virtual Reality ◽  
Eye Movements ◽  
Eye Tracking ◽  
Visual Information ◽  
Successful Performance ◽  
Experimental Control ◽  
Research And Practice ◽  
Gaze Behaviour ◽  
Immersive Technologies

Head-mounted eye tracking has been fundamental for developing an understanding of sporting expertise, as the way in which performers sample visual information from the environment is a major determinant of successful performance. There is, however, a long running tension between the desire to study realistic, in-situ gaze behaviour and the difficulties of acquiring accurate ocular measurements in dynamic and fast-moving sporting tasks. Here, we describe how immersive technologies, such as virtual reality, offer an increasingly compelling approach for conducting eye movement research in sport. The possibility of studying gaze behaviour in representative and realistic environments, but with high levels of experimental control, could enable significant strides forward for eye tracking in sport and improve understanding of how eye movements underpin sporting skills. By providing a rationale for virtual reality as an optimal environment for eye tracking research, as well as outlining practical considerations related to hardware, software and data analysis, we hope to guide researchers and practitioners in the use of this approach.

scholarly journals Perception and Action under Different Stimulus Presentations: A Review of Eye-Tracking Studies with an Extended View on Possibilities of Virtual Reality

2021 ◽  
Vol 11 (12) ◽  
pp. 5546
Author(s):  
Florian Heilmann ◽  
Kerstin Witte
Keyword(s):  
Virtual Reality ◽  
Eye Tracking ◽  
Literature Search ◽  
Perception And Action ◽  
Stimulus Presentation ◽  
Gaze Behavior ◽  
Motor Responses ◽  
Scientific Approach ◽  
Extended View

Visual anticipation is essential for performance in sports. This review provides information on the differences between stimulus presentations and motor responses in eye-tracking studies and considers virtual reality (VR), a new possibility to present stimuli. A systematic literature search on PubMed, ScienceDirect, IEEE Xplore, and SURF was conducted. The number of studies examining the influence of stimulus presentation (in situ, video) is deficient but still sufficient to describe differences in gaze behavior. The seven reviewed studies indicate that stimulus presentations can cause differences in gaze behavior. Further research should focus on displaying game situations via VR. The advantages of a scientific approach using VR are experimental control and repeatability. In addition, game situations could be standardized and movement responses could be included in the analysis.

scholarly journals Virtual Reality Module Depicting Catheter-Associated Urinary Tract Infection as Educational Tool to Reduce Antibiotic Resistant Hospital-Acquired Bacterial Infections

2020 ◽  
Author(s):  
Yosra M Mekki ◽  
Mohamed M Mekki ◽  
Mohamed Hamammi ◽  
Susu Zughaier
Keyword(s):  
Medical Education ◽  
Virtual Reality ◽  
Antibiotic Resistance ◽  
Learning Outcomes ◽  
Health Care Providers ◽  
Resistant Bacteria ◽  
Educational Tool ◽  
Care Providers ◽  
Antibiotic Resistant ◽  
Hospital Acquired

Introduction: Virtual reality (VR) and augmented reality (AR) are used as simulation models in student-patient interactive medical education and shown to enhance learning outcomes. The rise in global burden of infectious diseases and antibiotic resistance world-wide prompt immediate action to combat this emerging threat. Catheter associated urinary infections (CAUTI) are the leading cause of hospital-acquired infections. The aim of this research is to develop a virtual reality (VR) based educational tool depicting the process of CAUTI caused by antibiotic resistant bacteria. The VR-CAUTI module is designed to provide insights to health care providers and community which help in reducing the burden of antibiotic resistant infections. Material and methods: The VRCAUTI module is designed using tools including Blender, Cinema4D and Unity to create a scientifically accurate first-person interactive movie. The users are launched inside a human bladder that needs to be drained. They can witness the insertion of a medical catheter into the bladder to drain the urine. Bacteria adhere to the catheter to establish colonization and infection. An interaction between antibiotic molecules and bacteria in the biofilm is observed later. After designing the 3D models, a highlight of the interaction between models, taken from the storyboard, is used to determine the necessary animation. Moreover, dialogue that facilitates the understanding of infections and antibiotic resistance is recorded. This is followed by the assembly of the module on Unity, and enrichments such as lights and orientation. Results and conclusion: This VRCAUTI module is the proof-of-concept for designing detailed VR based scientifically very accurate medical simulation that could be used in medical education to maximize learning outcomes. VR based modules that have the potential to transform and revolutionize learning experience and render medical education compatible with the IoT in the current 4th industrial revolution.

Haptic-Based Virtual Reality Dental Simulator as an Educational Tool

2011 ◽  
pp. 724-735
Author(s):  
Maxim Kolesnikov ◽  
Arnold D. Steinberg ◽  
Miloš Žefran
Keyword(s):  
Virtual Reality ◽  
Clinical Skills ◽  
Educational Tool ◽  
University Of Illinois ◽  
Training Techniques ◽  
Instructor Interaction ◽  
Haptic Simulation ◽  
The University ◽  
Practice Time ◽  
Student Instructor

This chapter describes the haptic dental simulator developed at the University of Illinois at Chicago. It explores its use and advantages as an educational tool in dentistry and examines the structure of the simulator, its hardware and software components, the simulator’s functionality, reality assessment, and the users’ experiences with this technology. The authors hope that the dental haptic simulation program should provide significant benefits over traditional dental training techniques. It should facilitate students’ development of necessary tactile skills, provide unlimited practice time and require less student/instructor interaction while helping students learn basic clinical skills more quickly and effectively.

Haptic-Based Virtual Reality Dental Simulator as an Educational Tool

2010 ◽  
pp. 219-231
Author(s):  
Maxim Kolesnikov ◽  
Arnold D. Steinberg ◽  
Milos Zefran
Keyword(s):  
Virtual Reality ◽  
Clinical Skills ◽  
Educational Tool ◽  
University Of Illinois ◽  
Training Techniques ◽  
Instructor Interaction ◽  
Haptic Simulation ◽  
The University ◽  
Practice Time ◽  
Student Instructor

This chapter describes the haptic dental simulator developed at the University of Illinois at Chicago. It explores its use and advantages as an educational tool in dentistry and examines the structure of the simulator, its hardware and software components, the simulator’s functionality, reality assessment, and the users’ experiences with this technology. The authors hope that the dental haptic simulation program should provide significant benefits over traditional dental training techniques. It should facilitate students’ development of necessary tactile skills, provide unlimited practice time and require less student/instructor interaction while helping students learn basic clinical skills more quickly and effectively.

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