scholarly journals A Space Design Teaching Model Using Virtual Simulation Technology

2018 ◽  
Vol 13 (06) ◽  
pp. 163
Author(s):  
Jialing Wu
Keyword(s):  
Virtual Reality ◽  
Teaching Method ◽  
Virtual Simulation ◽  
Teaching Model ◽  
Virtual Experiment ◽  
Traditional Teaching ◽  
Simulation Technology ◽  
Space Design ◽  
Traditional Teaching Methods ◽  
Design Function

With the rapid advancement of information technology, virtual reality technology has also gradually developed, accompanied by the dramatic growth of virtual reality experiment technology. At present, the space design-oriented virtual experiment teaching method usually contributes to the formation of undesired experiment habits among students, such as caring less about experiment instruments, attaching less importance to the norms of experiment operation, and the lack of awareness of safety precautions. At the same time, virtual experiment may lead to reduced communications in the learning process and fewer opportunities for students to exercise interpersonal skills, thus affecting the teaching effect to a certain extent. On this basis, a teaching method of applying virtual simulation technology to the course of space design was proposed in this study. The analysis of the current development status and characteristics of virtual simulation technology was followed by a detailed description of the use of software in the construction entity and a series of computer-aided teaching and developing processes concerning space, design, function, etc. in the case of space design. Through the survey, it was found that students have more recognition of the new teaching method and their learning efficiency is improved, indicating that this teaching model is significantly better than other traditional teaching methods.

scholarly journals Application of Virtual Environment in the Teaching of Basketball Tactics

2018 ◽  
Vol 13 (07) ◽  
pp. 174
Author(s):  
Shuaidong Li
Keyword(s):  
Virtual Reality ◽  
Teaching Method ◽  
Virtual Simulation ◽  
Teaching Model ◽  
Virtual Reality Technology ◽  
Real Situation ◽  
Basketball Players ◽  
Repeated Practice ◽  
Key Points ◽  
Training Efficiency

The traditional experience basketball teaching method can only master the technical essentials through repeated practice, which seriously affects the ef-ficiency of basketball training. Based on this problem, a basketball teaching simulation system was constructed by using virtual reality technology. The system established a virtual simulation model of basketball players, which planed the track of athletes. In the meanwhile, it captured the real situation of basketball players and contrasted them with simulated trajectories, so as to help athletes do more targeted training. The results showed that basketball technology teaching model based on virtual reality could help athletes grasp the key points of motion skills as soon as possible, and greatly improve the training efficiency of basketball players.

An Empirical Study of the Virtual Simulation System Teaching Method in NC Machining

2020 ◽  
Vol 16 (3) ◽  
pp. 109-123
Author(s):  
Jinping Li ◽  
Yongxiang Li ◽  
Huihuang Bao ◽  
Cong Yu ◽  
Haixia Guo
Keyword(s):  
Teaching And Learning ◽  
Teaching Method ◽  
Simulation System ◽  
Virtual Simulation ◽  
Traditional Teaching ◽  
Simulation Environment ◽  
Education Development ◽  
Concrete Experience ◽  
Traditional Teaching Methods ◽  
Engineering Training

Educational informatization has become the inevitable trend of modern education development. This study puts forward a virtual simulation system teaching method for a numerically controlled machining course which is based on constructivism leaning theory and the system teaching method. This is to promote the students' theoretical knowledge and practical skills in the course of engineering training. The findings of a study designed to measure the benefits and effectiveness of the virtual simulation system teaching method for the development of numerically controlled machining course, compared with traditional teaching methods. And the subsequent questionnaire survey indicates that the proposed teaching method enables to provide the concrete experience of interaction between the students and the simulation environment. The study revealed that the students who engaged in the use of the virtual simulation system teaching method in their teaching and learning methods, obtained significantly greater achievement in the study than the students who solely received traditional instruction.

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.

Integrated Design and Evaluation of Solar Energy and Building Based on Virtual Simulation Technology

2013 ◽  
Vol 368-370 ◽  
pp. 1237-1241
Author(s):  
Qian Kun Wang ◽  
Wei Wei Zuo ◽  
Shi Pan
Keyword(s):  
Virtual Reality ◽  
Solar Energy ◽  
Integrated Design ◽  
Evaluation Process ◽  
Energy Simulation ◽  
Virtual Simulation ◽  
Simulation Technology ◽  
Virtual Reality Technology ◽  
Technology Application ◽  
Organic Combination

Based on analysis of the application status of the virtual reality technology and energy simulation technology in energy-efficient building, authors put organic combination with the virtual reality technology and energy simulation technology. Application methods of virtual simulation are discussed in integrated design of solar energy and building. And the evaluation process of solar energy and building integrated design is put forward. At the same time, according to the software of 3D Studio MAX and ECOTECT, the paper studies the case of solar energy and building integrated design virtual simulation.

scholarly journals A Comparative Exploration of the Effect of Differentiated Teaching Method vs. Traditional Teaching Method on Students’ Learning at ‘A’ level

2019 ◽  
Vol IV (I) ◽  
pp. 61-66
Author(s):  
Muhammad Kamran ◽  
Namra Munir ◽  
Rashid Minas Wattoo
Keyword(s):  
Teaching Method ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Cognitive Domain ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Post Test ◽  
Experimental Group ◽  
Differentiated Teaching

This study explores the effect of differentiated teaching method vs. traditional teaching method on students’ learning at ‘A’ level. It is an experimental research, conducted in Aitchison College. By applying simple random sampling technique, 70 students are selected as a sample from the population. Pre-test and post-test are conducted for data collection. Research investigates, how differentiated method of teaching effects learners’ academic achievement. The retention level of the students who are taught via differentiated teaching and traditional teaching method is. After conducting a posttest, data is analyzed with pair-sample and independent sample t-test by using SPSS. Analysis shows that the students taught via differentiated teaching have more power of retention than the students taught via traditional teaching methods. The control group perform up to application level while experimental group perform up to evaluation level of cognitive domain.

scholarly journals Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Mahnaz Khayat ◽  
Fariba Hafezi ◽  
Parviz Asgari ◽  
Marzieh Talebzadeh Shoushtari
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Self Determination ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Experimental Group

Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

scholarly journals Research on the Influence of Interactive Teaching Method on the Learning Effect of College English

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Ying Yang
Keyword(s):  
Teaching Methods ◽  
Global Economy ◽  
English Language ◽  
Teaching Method ◽  
Teaching Style ◽  
Traditional Teaching ◽  
Self Directed Learning ◽  
Interactive Teaching ◽  
Teaching Mode ◽  
Traditional Teaching Methods

English has been a subject in the university classroom since the 1980s. This subject helps produce more excellent talents in economics, politics, and culture who are proficient in English language in China, and enable our country to better integrate with the global economy. At the same time, the relationship between our country and the international community has become closer. However, the social environment is constantly developing and changing. The traditional teaching methods can be said to be ineffective and associated with many shortcomings. Traditional teaching methods were used in the English lessons. Under this teaching mode, students were the passive subjects on the receiving end of what have been taught. The teacher was always talking in the classroom and the students were listening. This teaching style also affects the effectiveness of learning. Compared with traditional teaching, interactive teaching method has its unique advantages. It is a new teaching mode and under this teaching mode, students can actively communicate with teachers in the classroom to complete learning tasks. The initiative to perform self-directed learning is also greatly improved, and the students’ English proficiency can be improved.

The Design of Virtual Experiment Framework Based on ELVIS

2014 ◽  
Vol 1037 ◽  
pp. 161-164
Author(s):  
Dong Dong Li
Keyword(s):  
Simulation Experiment ◽  
Teaching Method ◽  
Standard Test ◽  
Virtual Experiment ◽  
Traditional Teaching ◽  
Virtual Instrumentation ◽  
Virtual Experiments ◽  
Function Modules ◽  
Innovation Ability ◽  
The Cost

The virtual simulation experiment framework consists of hardware and software function modules, which are both designed in this thesis. The application of virtual experiment framework has changed the traditional teaching method to a large extent, reduced the cost of laboratory construction and management, which is of the first importance to realize the remote experiment teaching. Through virtual experiments, students' interest in knowledge is cultivated and innovation ability is enhanced. With the National Instruments Educational Laboratory Virtual Instrumentation Suite (NI ELVIS) and LabVIEW, we could take advantage of graphical programming and a complete suite of standard test instruments on computer and directly interface these instruments to circuits, which is the base of virtual experiment framework.

Flipping the Classroom

2015 ◽  
pp. 157-174 ◽  
Author(s):  
Jamie Gardner
Keyword(s):  
Flipped Classroom ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Student Preparation ◽  
Individual Level ◽  
Student Comprehension ◽  
Traditional Teaching Methods ◽  
Potential Benefits ◽  
Training Resources ◽  
Technological Specific

Adoption of new practice only occurs if the proposed change is perceived as being beneficial and if the challenges associated with implementing the new practice are not overwhelming. The teaching method of flipping the classroom is a newer practice that has received a lot of attention in current literature, where the potential benefits are thoroughly discussed. The challenges associated with flipping the classroom are more obscure in the literature. The purpose of this chapter is to outline challenges associated with flipping the classroom and propose solutions to overcome each of the challenges described. Challenges of implementing a flipped classroom can occur at the institutional or individual level and can be categorized as technological or non-technological. Specific challenges to be discussed include technology delivery challenges at the organizational and individual level, lack of technical support, IT infrastructure challenges, inadequate technical and non-technical training resources for instructors, instructor and student resistance to using non-traditional teaching methods, the inability to assess student comprehension using traditional strategies, increased course preparation time, and lack of student preparation or buy-in.

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