scholarly journals Proposing simulated electronic markets for training and research on e-commerce

2019 ◽  
Vol 3 (1) ◽  
pp. 1-12
Author(s):  
Ho Trung Thanh ◽  
Tran Duy Thanh
Keyword(s):  
Virtual Reality ◽  
Teaching Methods ◽  
Electronic Markets ◽  
Learning By Doing ◽  
Simulation System ◽  
Learning And Teaching ◽  
Training And Research ◽  
Training Institutions ◽  
Simulation Systems

The studies by Davis B, Summers M (2015), and E. Dale (1969) showed that learners can remember 20% of what they listen, 30% of what they see and as high as 90% of what they simulate. While training institutions have not had conditions to coordinate with enterprises to train together with practice, simulation system or virtual reality can create the second perfect scenario for learners to interact with different people in and out of that environment. Based on Davis B, Summers M (2015), E. Dale (1969), experience in using a variety of learning and teaching methods in e-commerce major and working with enterprises, the authors propose the establishment of simulated electronic markets for effectively deploying the “learning by doing” method as well as for the research and application of e-commerce models and solutions via simulation systems. The results, discussions and proposal for simulated electronic markets are summarized in this paper.  

scholarly journals Identifying the Characteristics of Virtual Reality Gamification for Complex Educational Topics

2021 ◽  
Vol 5 (9) ◽  
pp. 53
Author(s):  
Jannat Falah ◽  
Mohammad Wedyan ◽  
Salsabeel F. M. Alfalah ◽  
Muhannad Abu-Tarboush ◽  
Ahmad Al-Jakheem ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Undergraduate Students ◽  
Teaching Methods ◽  
Teaching Method ◽  
Real Life ◽  
Molecular Structures ◽  
Preliminary Evaluation ◽  
Traditional Teaching ◽  
Learning And Teaching ◽  
Class Environment

Multidisciplinary topics in education pose a major challenge for traditional learning and teaching methods. Such topics can deter students from selecting particular courses or hinder their study progress. This study focused on the subject of medicinal chemistry, which is a discipline combining medicine and chemistry. This combination of applied and basic science creates a complex field of education that is challenging to both teach and learn. Chemical and pharmacological principles are typically presented in 2D molecular structures and, recently, 3D molecular models have been utilized to improve the visualization of chemical compounds and their chemical interactions. Contemporary studies have presented Virtual Reality (VR) as an alternative method for improving the learning and teaching of multidisciplinary specialties such as this. However, current educational efforts employing VR offer limited interactivity and a traditional teaching method previously presented in 2D. This reduces students’ interest and concentration in the taught subjects. This paper presents the development rationale of a novel VR educational application based on the evaluation of the user requirements by 405 pharmacy undergraduate students. The results informed the development and preliminary evaluation of a proposed VR serious game application, which was deployed in a real-life class environment and evaluated in contrast to traditional teaching methods by 15 students. The derived results confirmed the advantages of VR technology as a learning and teaching tool, in addition to the end-users’ willingness to adopt VR systems as a learning aid.

Undergraduate orthoptic students’ views of the use of Virtual Reality in teaching and learning

2021 ◽  
Vol 2021 (January) ◽  
pp. 19-30 ◽  
Author(s):  
Ashli Milling ◽  
Craig Murray
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Curriculum Development ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Online Questionnaire ◽  
Specific Content ◽  
Learning And Teaching ◽  
Enhance Student Learning ◽  
Valuable Role

This study ascertains undergraduate perceptions of the use of Virtual Reality (VR) within undergraduate studies. Fifty undergraduate orthoptic students were surveyed through an online questionnaire, where questions were based around students understanding of VR, teaching methods in higher education and the value of VR in learning and teaching. Ninety-two percent of students surveyed reported experience of VR on at least one occasion and 55% of all surveyed felt that VR has a valuable role within higher education. For those who do not use VR regularly, 24% reported this being due to a dislike of the headset, and 14% stated that it was due to cyber-sickness. Twenty-seven per cent indicated the lack of use was due to insufficient content. Overall, perception of VR as a learning tool is generally positive or comes with some uncertainty; however, there are factors identified that may prevent use within the curriculum. Development of educationally specific content to orthoptics and increased access to the technology is indicated to enhance student learning.

scholarly journals Integration of Simulation Systems into the Software and Hardware Platform of Virtual Training Complexes

2021 ◽  
Vol 2096 (1) ◽  
pp. 012032
Author(s):  
D Dedov ◽  
A Nazarova ◽  
D Teselkin
Keyword(s):  
Virtual Reality ◽  
Subject Area ◽  
Machine Building ◽  
Simulation System ◽  
Hardware Platform ◽  
Virtual Training ◽  
Urgent Task ◽  
Software And Hardware ◽  
The Individual ◽  
Simulation Systems

Abstract The implementation of training complexes based on virtual reality for the training of specialists in machine-building, chemical, mining and other industries is associated with the need to solve a number of tasks. These include simulating various physical processes (temperature, humidity, and air pressure), loads (speed of movement and angle of inclination of the surface), and other external factors that cannot be reliably simulated in virtual reality. Therefore, an urgent task is to integrate various simulation systems into the software and hardware platform of virtual training complexes, which will provide a realistic immersion in the subject area due to virtual reality, as well as simulate the necessary external influences on the student. The paper considers this process by the example of integration of a simulation system of physical loads into virtual training complexes. The basis of the simulation system under consideration is a controlled treadmill. The use of treadmills allows students to develop muscle memory, perform physical training and increase the degree of immersion in virtual reality, which positively affects the effectiveness of their training. However, their integration requires the solution of a number of practical tasks for the transfer of information between the individual subsystems of the virtual training complex. The paper considers algorithms and software for solving these problems. The described approaches can be used to integrate various simulation systems into the software and hardware platform of virtual training complexes for the organization of comprehensive training of specialists.

scholarly journals Using 3D Animation and Virtual Reality in Educations

2022 ◽  
Vol 27 ◽  
pp. 269-289
Author(s):  
Bahaa Mustafa
Keyword(s):  
Virtual Reality ◽  
Teaching Methods ◽  
Leading Edge ◽  
Advanced Technology ◽  
3D Animation ◽  
Learning Enhancement ◽  
Virtual Reality Technology ◽  
Learning And Teaching ◽  
Programming Tools ◽  
Technology Teaching

This paper will look at the use of innovative and advanced technology teaching methods to support the goal of learning enhancement by using established teaching concepts. The primary aim is to explore the potential for using leading-edge virtual reality technology to help students learn and understand various concepts. The utility of the technology was examined by studying the latest 3D programming tools. Additionally, there were several styles of animation used. The results showed that Virtual Reality technologies can play a role in education and learning when supported by established learning and teaching concepts.

scholarly journals Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

2021 ◽  
Author(s):  
Helena Carvalho ◽  
Francis C. Dane ◽  
Shari A. Whicker
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Basic Science ◽  
Teaching Experience ◽  
Approaches To Teaching ◽  
Conceptions Of Learning ◽  
Learner Engagement ◽  
Student Centered ◽  
Learning And Teaching ◽  
Teacher Centered

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

scholarly journals Construct, Face, and Content Validation on Voxel-Man® Simulator for Otologic Surgical Training

2017 ◽  
Vol 2017 ◽  
pp. 1-8 ◽  
Author(s):  
M. Varoquier ◽  
C. P. Hoffmann ◽  
C. Perrenot ◽  
N. Tran ◽  
C. Parietti-Winkler
Keyword(s):  
Virtual Reality ◽  
Construct Validity ◽  
Surgical Training ◽  
Teaching Methods ◽  
Traditional Teaching ◽  
Virtual Reality Simulator ◽  
Expert Group ◽  
Traditional Teaching Methods ◽  
The Face ◽  
Nose And Throat

Objective. To assess the face, content, and construct validity of the Voxel-Man TempoSurg Virtual Reality simulator. Participants and Methods. 74 ear, nose, and throat (ENT) surgeons participated. They were assigned to one of two groups according to their level of expertise: the expert group (n=16) and the novice group (n=58). The participants performed four temporal bone dissection tasks on the simulator. Performances were assessed by a global score and then compared to assess the construct validity of the simulator. Finally, the expert group assessed the face and content validity by means of a five-point Likert-type scale. Results. experienced surgeons performed better (p<.01) and faster (p<.001) than the novices. However, the groups did not differ in terms of bone volume removed (p=.11) or number of injuries (p=.37). 93.7% of experienced surgeons stated they would recommend this simulator for anatomical learning. Most (87.5%) also thought that it could be integrated into surgical training. Conclusion. The Voxel-Man TempoSurg Virtual Reality simulator constitutes an interesting complementary tool to traditional teaching methods for training in otologic surgery.

Preliminary evaluation of a virtual reality dental simulation system on drilling operation

2015 ◽  
Vol 26 (s1) ◽  
pp. S747-S756 ◽  
Author(s):  
Dangxiao Wang ◽  
Siming Zhao ◽  
Teng Li ◽  
Yuru Zhang ◽  
Xiaoyan Wang
Keyword(s):  
Virtual Reality ◽  
Simulation System ◽  
Preliminary Evaluation ◽  
Drilling Operation

The science and poetry in learning (and teaching) to read

2018 ◽  
Vol 100 (4) ◽  
pp. 13-17
Author(s):  
Maryanne Wolf
Keyword(s):  
Reading Instruction ◽  
Teaching Methods ◽  
Explicit Instruction ◽  
Natural Process ◽  
Teaching Approaches ◽  
Reading Processes ◽  
Learning And Teaching ◽  
Digital World ◽  
The Brain ◽  
Different Parts

Because reading is not a natural process like language, young learners must be taught to read. Knowledge about how the reading brain develops has critical implications for understanding which teaching methods to use and helps reconceptualize previous debates. In this excerpt from Reader Come Home: The Reading Brain in a Digital World, Maryanne Wolf describes how many different parts of the brain must work together when reading and why each requires attention in teaching. She delves into research into different reader profiles, each of which needs different emphases in reading instruction, and she explains the value of teaching approaches that include both explicit instruction in decoding and deep reading processes, and engagement by learner and teacher with the world of words and stories.

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