Pengembangan Buku Petunjuk Kinerja Siswa Ma/ Sma Kelas Xi Berbasis Phet Interactive Simulation Sebagai Sumber Belajar Mata Pelajaran Fisika Pada Materi Fluida Dinamis

Penelitian ini bertujuan untuk mengembangkan buku petunjuk kinerja siswa MA/ SMA kelas XI berbasis PhET Interactive Simulation pada materi fluida dinamis sebagai sumber belajar siswa serta mengetahui tingkat validitas dan respon siswa terhadap buku petunjuk kinerja siswa berbasis PhET Interactive Simulation tersebut. Jenis penelitian ini adalah Research and Development (R&D), terdiri dari empat tahapan yaitu studi pendahuluan, pengembangan produk, penilaian dan uji produk terbatas, serta evaluasi produk. Subjek penelitian terdiri dari tiga orang expert judgement (ahli materi, ahli media, dan praktisi pembelajaran) serta 46 peserta didik mata pelajaran Fisika di SMAN 1 Rejotangan. Hasil studi pendahuluan menunjukkan bahwa lebih dari 95% responden belum mengenal aplikasi PhET dan setuju dengan penyusunan buku petunjuk kinerja siswa, sehingga dikembangkan buku petunjuk kinerja siswa berbasis PhET Interactive Simulation materi fluida dinamis. Hasil validasi ahli materi, ahli media, dan praktisi pembelajaran masing-masing diperoleh persentase sebesar 79.58% (valid), 82% (sangat valid), dan 85.83% (sangat valid) serta dinyatakan layak untuk digunakan. Hasil evaluasi produk oleh 46 responden menunjukkan respon positif yaitu 75% responden menyatakan bahwa langkah kerja pada buku kinerja siswa berbasis PhET Interactive Simulation pada materi fluida dinamis tersebut jelas dan menarik sehingga dapat digunakan dengan mudah.

Assessment of a massive open online course (MOOC) incorporating interactive simulation videos on residents’ knowledge retention regarding mechanical ventilation

Background Understanding respiratory physiology and mechanical ventilation is a challenge for healthcare workers, particularly, medical residents. A team of French-speaking experts developed an innovative MOOC incorporating interactive simulation-based videos and serious games aiming at improving knowledge and skills in mechanical ventilation. Our objective was to evaluate the long-term knowledge retention regarding key concepts presented in this MOOC. Methods French residents registered for the MOOC 2020’s winter session were invited to participate in a two-step study. The first step consisted in evaluating students’ pre-course knowledge of respiratory physiology and mechanical ventilation fusing a 20 five-item multiple choice questions test with a total score ranging from 0 to 100. For the second step, the same students answered the same test (after shuffling the questions) six months after the completion of the course. We assessed the impact of this MOOC on the students’ knowledge retention by comparing pre-course and post-course scores. Result Of the 102 residents who agreed to participate in the study, 80 completed the course and their mean ± SD pre-course score was 76.0 ± 8.0. Fifty-one respondents also completed the second and their post-course score was significantly higher than the baseline one (83.1 ± 7.3 vs. 77.5 ± 7.6, p < 0.001). Scores of the first and second rounds did not differ upon comparing respondents’ background specialty or number of years of residency. For the vast majority of individual questions (96%), the success rate was higher at the post-course than at the pre-course assessment. Conclusion An innovative MOOC incorporating simulation-based videos was effective in teaching medical residents basic mechanical ventilation knowledge and skills, especially in the field of respiratory physiology and ventilatory modes. We observed effective long-term knowledge retention with a higher score at the post-course assessment six months after the completion of the course compared with the pre-course score.

Ensino de física em tempos de pandemia: a utilização do applet “forças e movimento”, da plataforma phet interactive simulation, como ferramenta metodológica.

O presente estudo teve por objetivo conhecer e elaborar estratégias didáticas que possibilitem ensinar os conceitos da física de maneira envolvente e promover aprendizagem significativa no contexto dos alunos do 1º ano do ensino médio, durante o período pandêmico da Covid 19. A metodologia proposta teve como objetivo estimular os estudantes a aprender ativamente, por meio da mediação do professor e uso de simulações computacionais, conceitos da disciplina física. Através destas ferramentas oportuniza aos alunos trabalhar com animações das representações virtuais dos fenômenos. O applet “Forças e Movimento” é relevante para a compreensão de conceitos físicos estudados, pois possibilita que o próprio aluno faça a manipulação desse applet e tire suas próprias conclusões sobre o assunto.

Simulation Environment for Development of Automated Process Control System in Coal Mining

This paper describes a visual interactive simulation system of technological processes intended for the development and execution of simulation and emulation models for automated process control systems in coal mining. A set of simulation models of various subsystems of a mine was developed with the help of this simulation system. These models united to create simulation environment. Simulation environment is visually interactive, include emulation models of technological equipment and allow simulating complex situations in mines and working faces. Simulation environment was used for testing of control programs executed in programmable logic controllers.

Detection of Mental Stress through EEG Signal in Virtual Reality Environment

This paper investigates the use of an electroencephalogram (EEG) signal to classify a subject’s stress level while using virtual reality (VR). For this purpose, we designed an acquisition protocol based on alternating relaxing and stressful scenes in the form of a VR interactive simulation, accompanied by an EEG headset to monitor the subject’s psycho-physical condition. Relaxation scenes were developed based on scenarios created for psychotherapy treatment utilizing bilateral stimulation, while the Stroop test worked as a stressor. The experiment was conducted on a group of 28 healthy adult volunteers (office workers), participating in a VR session. Subjects’ EEG signal was continuously monitored using the EMOTIV EPOC Flex wireless EEG head cap system. After the session, volunteers were asked to re-fill questionnaires regarding the current stress level and mood. Then, we classified the stress level using a convolutional neural network (CNN) and compared the classification performance with conventional machine learning algorithms. The best results were obtained considering all brain waves (96.42%) with a multilayer perceptron (MLP) and Support Vector Machine (SVM) classifiers.

Development of an Industrial Application with Neuro-Fuzzy Systems

In this paper, our objective is dedicated to the detection of a deterioration in the estimated operating time by giving preventive action before a failure, and the classification of breakdowns after failure by giving the action of the diagnosis and / or maintenance. For this reason, we propose a new Neuro-fuzzy assistance prognosis system based on pattern recognition called "NFPROG" (Neuro Fuzzy Prognosis). NFPROG is an interactive simulation software, developed within the Laboratory of Automation and Production (LAP) -University of Batna, Algeria. It is a four-layer fuzzy preceptor whose architecture is based on Elman neural networks. This system is applied to the cement manufacturing process (cooking process) to the cement manufacturing company of Ain-Touta-Batna, Algeria. And since this company has an installation and configuration S7-400 of Siemens PLC PCS7was chosen as a programming language platform for our system.

Geriatric Educational Interventions for Physicians Training in Non-Geriatric Specialties: A Scoping Review

ABSTRACT Background Physicians require the expertise to care for an increasingly aging population. A robust understanding of geriatric educational interventions is needed to improve geriatric training for physicians. Objective To map the breadth of geriatric educational interventions for residents (in non-geriatric specialties). Methods We used a scoping review methodology. We searched MEDLINE, Embase, EMCare, CENTRAL, ERIC, and Scopus from 2004 to September 2019 for search terms related to “educational approaches” AND “geriatric” AND “residents.” Two authors independently selected eligible studies, extracted data (categorized by educational approaches and Kirkpatrick level outcomes), and critically appraised studies using the Mixed Methods Appraisal Tool. Results There were 63 included studies, with a total of 6976 participants. Twelve studies had comparators, including 5 randomized controlled trials. Fifty-three studies (84%) described multicomponent interventions, incorporating combinations of didactic or self-directed approaches with interactive, simulation, experiential, and/or group-based learning. Use of curricular process was explicitly reported in 34 studies (59%). Most studies met at least 4 of 5 Mixed Methods Appraisal Tool criteria. Studies commonly measured outcomes at Kirkpatrick levels 1 and 2 (reaction and learning), with 15 studies measuring performance outcomes (Kirkpatrick levels 3 and 4b). All included studies had at least one positive result. Conclusions All educational interventions had positive outcomes; however, curriculum-informed multicomponent interventions were the most common. This scoping review demonstrates that robust methodology with comparators, longer-term designs, and use of higher-level Kirkpatrick outcome measures is possible but not commonly used. Clear direction for future research is provided.

Interactive Agent-Based Simulation for Experimentation: A Case Study with Cooperative Game Theory

Incorporating human behavior is a current challenge for agent-based modeling and simulation (ABMS). Human behavior includes many different aspects depending on the scenario considered. The scenario context of this paper is strategic coalition formation, which is traditionally modeled using cooperative game theory, but we use ABMS instead; as such, it needs to be validated. One approach to validation is to compare the recorded behavior of humans to what was observed in our simulation. We suggest that using an interactive simulation is a good approach to collecting the necessary human behavior data because the humans would be playing in precisely the same context as the computerized agents. However, such a validation approach may be suspectable to extraneous effects. In this paper, we conducted a correlation research experiment that included an investigation into whether game theory experience, an extraneous variable, affects human behavior in our interactive simulation; our results indicate that it did not make a significant difference. However, in only 42 percent of the trials did the human participants’ behavior result in an outcome predicted by the underlying theory used in our model, i.e., cooperative game theory. This paper also provides a detailed case study for creating an interactive simulation for experimentation.