scholarly journals VR Neuro Game: a Virtual Reality Game to Support Neuroanatomy Teaching and Learning

2021 ◽  
Vol 12 (1) ◽  
pp. 253-268
Author(s):  
Vinícius Souza ◽  
Anderson Maciel ◽  
Luciana Nedel ◽  
Regis Kopper ◽  
Klaus Loges ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Test Performance ◽  
Teaching And Learning ◽  
Cost Effective ◽  
Learning Processes ◽  
Knowledge Test ◽  
Significant Difference ◽  
Cost Effective Alternative ◽  
Motivation In Education ◽  
Published Paper

Using virtual environments (VEs) is a safer and cost-effective alternative to training people in different contexts. Immersive Virtual Reality (VR), combined with game aspects, have the potential to improve the user experience in the VE by increasing realism, engagement, and motivation. In education, there is a consensus about its contribution in the teaching and learning processes. However, in Brazil, only a few research groups have developed projects that involve the development of VR for education, due to technical difficulties and high costs. This manuscript presents the development and evaluation of an VR serious game to support the learning of neuroanatomy, an extended version of our previously published paper at the SVR 2020. In this version, we present the results of four different user studies, involving 57 participants, which suggest that the VR Neuro Game is easy to use, even by inexperienced subjects in VR, and is potentially useful for teaching and learning processes, both by individual students and groups of students and also in remote learning. In addition, the game was considered fun and did not cause discomfort. When comparing the knowledge test performance before and immediately after the experiments, we found significant difference only for the virtual condition. The same could be observed for retention results.

scholarly journals Investigating the Effect of Teaching Aesthetic Skills to Faculty Members on Development of Their Effective Teaching Performance1

2017 ◽  
Vol 19 (2) ◽  
pp. 90-106 ◽  
Author(s):  
Hassan Eslamian ◽  
Seyed Ebrahim Mirshah Jafari ◽  
Mohammad Reza Neyestani
Keyword(s):  
Effective Teaching ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Faculty Members ◽  
Control Group ◽  
Teaching Performance ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group

AbstractThis quasi-experimental study investigated the effect of teaching aesthetic skills to faculty members on development of their effective teaching performance through a two-group pretest-posttest design. The sample included 32 faculty members at a major Iranian university who were divided into the experimental (11 participants) and control groups (21 participants). The experimental group was taught to use aesthetic skills in the teaching and learning processes; however, no intervention was applied to the control group. To evaluate the effective teaching performance of the faculty members, a tailor-made questionnaire was used in two pretest and posttest stages, where randomly chosen students were asked to express their opinions about the faculty membersí performance. The sample size of the students was 1096 in the pretest stage and 935 in the posttest stage. Paired t-test results showed that there was no significant difference between the mean effective teaching scores of the faculty members in the control group in the pretest stage and in the posttest stage. However, the mean effective teaching scores of the faculty members in the experimental group were found to be significantly higher in the posttest. In addition, although there was no significant difference between the mean effective teaching scores of the two faculty groups in the pretest, faculty members in the experimental group outperformed their counterparts in the control group. Based on the findings, applying aesthetic skills by faculty members in the teaching and learning processes can pave the way for sustainable development of their effective teaching performance. Therefore, faculty members are recommended to acquire the required knowledge and skills to better use aesthetic skills in the teaching process.

Ubiquitous, Wearable, Mobile

2018 ◽  
pp. 286-307
Author(s):  
Sebastiano Nucera ◽  
Gennaro Tartarisco ◽  
Aldo Epasto ◽  
Donatello Smeriglio ◽  
Alessandro Mazzeo ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Learning Approaches ◽  
Specific Knowledge ◽  
Wearable Technologies ◽  
New Learning ◽  
Virtual And Augmented Reality ◽  
Level Of Analysis

Ubiquitous devices and wearable technologies are becoming smaller and more rich in features to meet user demands and applications. The emergence of ever more sophisticated technologies has created new relationships between real, virtual, and augmented world. This is quite evident, within educational contexts. This chapter will explore new learning approaches based on virtual and augmented reality technologies. Virtual and augmented realities dispense specific knowledge and information. This chapter will discuss augmented reality and education applications based on virtual reality. The chapter will differentiate between ways in which wearable technologies enhance and restructure teaching and learning processes. To circumscribe a well-defined level of analysis, the chapter will examine experiences of using wearable technology within educational contexts.

scholarly journals Effect of chemical clarification of oral fluids on the detection of porcine reproductive and respiratory syndrome virus IgG

2018 ◽  
Vol 30 (5) ◽  
pp. 671-677 ◽  
Author(s):  
Yuly A. Henao-Díaz ◽  
Luis Giménez-Lirola ◽  
Korakrit Poonsuk ◽  
Ting-Yu Cheng ◽  
Chong Wang ◽  
...  
Keyword(s):  
High Throughput ◽  
Test Performance ◽  
Cost Effective ◽  
Post Treatment ◽  
Respiratory Syndrome Virus ◽  
Alternative Approach ◽  
Significant Difference ◽  
Additional Processing ◽  
Traditional Processing ◽  
Swine Herds

Routine collection and testing of oral fluid (OF) samples facilitates porcine reproductive and respiratory syndrome virus (PRRSV) surveillance in commercial swine herds in a cost-effective, welfare-friendly fashion. However, OFs often contain environmental contaminants that may affect liquid handling and test performance. Traditional processing methods (e.g., filtration or centrifugation) are not compatible with high-throughput testing because of the burden of additional processing costs and time. OF “clarification” using chemical flocculants is an alternative approach not widely explored. Therefore, we evaluated the effect of chitosan-based clarification treatment on a commercial PRRSV OF ELISA. Serum and individual OFs were collected from vaccinated pigs ( n = 17) at −7 to 42 d post-vaccination and subdivided into 4 aliquots. Each aliquot was clarified (treatment A, B, C), with the 4th aliquot serving as untreated control. All samples were tested by PRRSV OF ELISA immediately after treatment and then were held at 4°C to be re-tested at 2, 4, 6, and 14 d post-treatment. Quantitative and qualitative treatment effects were evaluated. A Kruskal–Wallis test found no significant difference in ELISA S/P responses among treatments by days post-treatment. No difference was detected in the proportion of positive PRRSV antibody samples among treatments (Cochran Q, p > 0.05). Treatment of swine OFs using chitosan-based formulations did not affect the performance of a commercial PRRSV OF ELISA. Chitosan (or other flocculants) could improve OF characteristics and could be adapted for use in the field or in high-throughput laboratories.

scholarly journals Exploring the Development Requirements for Virtual Reality Gait Analysis

2019 ◽  
Vol 3 (2) ◽  
pp. 24
Author(s):  
Mohammed Soheeb Khan ◽  
Vassilis Charissis ◽  
Sophia Sakellariou
Keyword(s):  
Virtual Reality ◽  
Gait Analysis ◽  
Cost Effective ◽  
Rural And Remote ◽  
Physical Presence ◽  
Alternative Means ◽  
Virtual Presence ◽  
Cost Effective Alternative ◽  
Analysis System ◽  
Local Proximity

The hip joint is highly prone to traumatic and degenerative pathologies resulting in irregular locomotion. Monitoring and treatment depend on high-end technology facilities requiring physician and patient co-location, thus limiting access to specialist monitoring and treatment for populations living in rural and remote locations. Telemedicine offers an alternative means of monitoring, negating the need for patient physical presence. In addition, emerging technologies, such as virtual reality (VR) and immersive technologies, offer potential future solutions through virtual presence, where the patient and health professional can meet in a virtual environment (a virtual clinic). To this end, a prototype asynchronous telemedicine VR gait analysis system was designed, aiming to transfer a full clinical facility within the patients’ local proximity. The proposed system employs cost-effective alternative motion capture combined with the system’s immersive 3D virtual gait analysis clinic. The user interface and the tools in the application offer health professionals asynchronous, objective, and subjective analyses. This paper investigates the requirements for the design of such a system and discusses preliminary comparative data of its performance evaluation against a high-fidelity gait analysis clinical application.

Ubiquitous, Wearable, Mobile

2018 ◽  
pp. 996-1017 ◽  
Author(s):  
Sebastiano Nucera ◽  
Gennaro Tartarisco ◽  
Aldo Epasto ◽  
Donatello Smeriglio ◽  
Alessandro Mazzeo ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Learning Approaches ◽  
Specific Knowledge ◽  
Wearable Technologies ◽  
New Learning ◽  
Virtual And Augmented Reality ◽  
Level Of Analysis

Ubiquitous devices and wearable technologies are becoming smaller and more rich in features to meet user demands and applications. The emergence of ever more sophisticated technologies has created new relationships between real, virtual, and augmented world. This is quite evident, within educational contexts. This chapter will explore new learning approaches based on virtual and augmented reality technologies. Virtual and augmented realities dispense specific knowledge and information. This chapter will discuss augmented reality and education applications based on virtual reality. The chapter will differentiate between ways in which wearable technologies enhance and restructure teaching and learning processes. To circumscribe a well-defined level of analysis, the chapter will examine experiences of using wearable technology within educational contexts.

scholarly journals Virtual Reality for Teaching and Learning in Crime Scene Investigation

2020 ◽  
Author(s):  
Richard Mayne ◽  
Helen Green
Keyword(s):  
Virtual Reality ◽  
Science Education ◽  
Forensic Science ◽  
Teaching And Learning ◽  
Large Scale ◽  
Cost Effective ◽  
Crime Scene ◽  
Practical Experience ◽  
Crime Scene Investigation ◽  
Scene Investigation

Simulated crime scene investigation is an essential component of forensic science education, but its implementation poses challenges relating to cost, accessibility and breadth of experience. Virtual reality (VR) is an emerging technology which offers exciting prospects for teaching and learning, especially for imparting practical skills. We document here a multidisciplinary experimental study in which a bespoke VR crime scene app was designed and implemented, after which it was tested by both undergraduate student and staff/postgraduate student cohorts. Through both qualitative and quantitative analyses, we demonstrate that VR applications support learning of practical crime scene processing skills. VR-based practical sessions have the potential to add value to forensic science courses through offering cost-effective practical experience and the ability to work in isolation, in a variety of different scenarios. Both user groups reported high levels of satisfaction with the process and reports of adverse effects (motion sickness) were minimal. With reference to user feedback, we proceed to evaluate the scalability and development challenges associated with large-scale implementation of VR as an adjunct to forensic science education.

scholarly journals Faculty Members' Attitudes Towards Using Moodle at Palestine Technical Khadoorie (PTUK)

2019 ◽  
Vol 9 (2) ◽  
pp. 151 ◽  
Author(s):  
Reham A. Salhab
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Faculty Member ◽  
Teaching And Learning ◽  
Object Oriented ◽  
Learning Processes ◽  
Faculty Members ◽  
Dynamic Learning ◽  
Digital Education ◽  
Significant Difference

Digital education reshaped the teaching and learning processes in higher education worldwide. This studyinvestigates the attitudes of faculty members at Palestine Technical Khadoorie University (PTUK) towards usingModular Object Oriented Dynamic Learning Environment (MOODLE). A questionnaire was designed to conduct thepresent study at PTUK. A convenient sample of 41participants from two different colleges, Applied Science andHumanities colleges contributed in this study. Findings revealed that faculty members at PTUK had positive attitudestowards Moodle. Nevertheless, there was a significant difference between faculty member attitudes with regard to no.of training sessions offered by PTUK.

scholarly journals Fostering Student’s Critical Thinking through a Virtual Reality Laboratory

2020 ◽  
Vol 14 (08) ◽  
pp. 183
Author(s):  
Jaslin Ikhsan ◽  
Kristian Handoyo Sugiyarto ◽  
Tiwi Nur Astuti
Keyword(s):  
Virtual Reality ◽  
Critical Thinking ◽  
Learning Process ◽  
Teaching And Learning ◽  
3D Visualization ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Significant Difference ◽  
Post Test ◽  
Teaching Learning

Virtual reality (VR) laboratory is great potential for education. It is recognized as a technological advance that can facilitate a learning process through the development of highly realistic 3D visualization. Using VR laboratory in teaching and learning makes it possible to manipulate objects in the virtual scene in a manner similar to the real world. Virtual reality laboratory was developed to enhance the students’ critical thinking skills. A Research and Development (R &amp; D) method with a post-test design was used in the research. The subjects included the students who were enrolled at Senior High School in Yogyakarta, Indonesia with a total of 96 grade 10<sup>th</sup> students. The samples divided into three classes, namely EC-1 with virtual reality laboratory, EC-2 with virtual reality and real laboratory, and CC with real laboratory while the quality VR was applied to chemistry teachers. The findings of this research reveal that the quality of VR laboratory integrated hybrid learning was in a very good category. The results of students' critical thinking skills were analyzed using ANOVA test and it was found that there is a significant difference on students’ critical thinking skills of the three classes. Students who took part in learning using VR laboratory both in the EC-1 and EC-2 classes had better critical thinking skills compared to the CC class. Thus, the VR laboratory is potentially used for further teaching-learning process.

scholarly journals PEMANAFAATAN MEDIA 3 DIMENSI BERBASIS VIRTUAL REALITY UNTUK MENINGKATKAN MINAT DAN HASIL BELAJAR IPA SISWA KELAS V SD

2020 ◽  
Vol 21 (1) ◽  
pp. 28-37
Author(s):  
Ressi Kartika Dewi
Keyword(s):  
Virtual Reality ◽  
Teaching And Learning ◽  
Performance Test ◽  
Fifth Grade ◽  
Design Development ◽  
Research Subjects ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
Before And After ◽  
Motivation And Achievement

As professional teachers in 21th century, teachers at all levels of education should be prepared for 4.0 era teaching and learning by utilizing the advancement of  information technology. There is a needs to develop technology based learning media to create creative, inovative, and exciting learning to improve students’s motivation especially in science. This research aims to explain the effectiveness of three dimention (3D) -based virtual reality learning media to improve the fifth grade students’ learning motivation. This research employs ADDIE which inludes analysis, design, development, implementation, and evaluation phases. The research subjects were students from seven elementary schools for try-out, 3 control groups, and 3 experiment groups. The data collecting techniques used  observation, quistionannaire, interview, and performance test. The result shows that virtual reality-based 3D learning media is effective to improve student motivation and achievement of the fifth grade students, indicated by a significant difference in motivation and achievement score of the students before and after using 3D-based virtual reality media. Sebagai tenaga pengajar profesional guru harus siap  menghadapi era 4.0. yang diindikasikan dengan penggunaan ICT yang intensif dan ekspansif. Guru perlu mampu mengembangkan media pembelajaran berbasis teknologi untuk menciptakan pembelajaran yang kreatif, inovatif, konkrit dan menyenangkan, sehingga dapat membangkitkan minat siswa khususnya pada materi IPA. Penelitian ini bertujuan untuk mendiskripsikan keefektifan media pembelajaran 3 dimensi (3D) berbasis virtual reality dalam peningkatan  minat dan hasil belajar siswa kelas V SD. Penelitian ini termasuk dalam jenis penelitian pengembangan (Research and Development) model ADDIE yang terdiri dari analisis (Analysis), desain (Design), pengembangan (Development), implementasi (Implementation), dan evaluasi (Evaluation). Penelitian dilaksanakan terhadap siswa yang tersebar di 7 sekolah dasar, yaitu 1 sekolah uji coba, 3 sekolah kontrol, dan 3 sekolah eksperimen di Kecamatan Tasikmadu, Surakarta. Teknik pengumpulan data menggunakan metode observasi, angket, wawancara dan tes. Hasil penelitian menunjukkan bahwa media pembelajaran 3 dimensi (3D) berbasis virtual reality efektif untuk meningkatkan minat dan hasil belajar IPA siswa, ditunjukkan oleh  perbedaan yang signifikan minat dan hasil belajar siswa sebelum dan sesudah menggunakan media pembelajaran, dari rata-rata yang semula 52,95 diperoleh capaian rata-rata baru sebesar 82,05.

A Comparison of Four Adolescent Language Tests

1987 ◽  
Vol 18 (3) ◽  
pp. 250-266 ◽  
Author(s):  
R. Jane Lieberman ◽  
Ann Marie C. Heffron ◽  
Stephanie J. West ◽  
Edward C. Hutchinson ◽  
Thomas W. Swem
Keyword(s):  
Test Performance ◽  
Sixth Grade ◽  
Significant Discrepancy ◽  
Language Impaired ◽  
Language Functions ◽  
Language Tests ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Overall Performance ◽  
Selection Of

Four recently developed adolescent language tests, the Fullerton Test for Adolescents (FLTA), the Test of Adolescent Language (TOAL), the Clinical Evaluation of Language Functions (CELF), and the Screening Test of Adolescent Language (STAL), were compared to determine: (a) whether they measured the same language skills (content) in the same way (procedures); and (b) whether students performed similarly on each of the tests. First, respective manuals were reviewed to compare selection of subtest content areas and subtest procedures. Then, each of the tests was administered according to standardized procedures to 30 unselected sixth-grade students. Despite apparent differences in test content and procedures, there was no significant difference in students' performance on three of the four tests, and correlations among test performance were moderate to high. A comparison of the pass/fail rates for overall performance on the tests, however, revealed a significant discrepancy between the proportions of students identified in need of further evaluation on the STAL (20%) and the proportion diagnosed as language impaired on the three diagnostic tests (60-73%). Clinical implications are discussed.

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