Incorporating immersive learning into biomedical engineering laboratories using virtual reality.
Incorporating immersive learning into biomedical engineering laboratories using virtual reality.
复制标题
使用虚拟现实将沉浸式学习融入生物医学工程实验室。
DOI：
10.1186/s13036-022-00300-0
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发表时间：
2022-08-08
影响因子：
5.6
通讯作者：
Elsaadany, Mostafa
中科院分区：
文献类型：
--
作者：
Wilkerson, Megan;Maldonado, Vitali;Sivaraman, Srikanth;Rao, Raj R.;Elsaadany, Mostafa
Covid-19 大流行导致远程学习突然转变，课程转向在线形式。传统上面对面授课的实验室课程也被转移到远程方法，这使得学生失去了亲自学习这些技能的机会。为了让教师有效且引人入胜地提供课程材料，应探索非传统方法。近年来，虚拟现实 (VR) 变得越来越容易使用。 VR 模拟多年来一直被用作飞行或医疗模拟等高风险环境中的教育工具。在远程实验室课程中实施的沉浸式 VR 视频可以为学生提供引人入胜且合适的学习体验。为了测试 VR 视频作为远程教育工具的有效性，向学生提供了生物分子工程课程实验室部分的 VR 视频。我们分发了一份调查问卷，让学生自我报告他们对视频的体验。该调查包含对 VR 作为教育工具的定量和定性评级。调查显示，学生（约 89% 强烈同意或同意）认为这些视频提供了按照自己的节奏工作的机会，并且长度合适。虽然 74% 的学生表示视频提供了足够的信息来理解任务，但一小部分人认为视频提高了他们对课程材料的记忆力 (~16%) 和理解力 (~9%)。当被问及 VR 视频如何提高他们对材料的参与度时，大约 28% 的学生做出了积极回应。 约 30% 的人表示对未来应用在视频中学到的技能有信心，约 43% 的人认为 VR 视频是面对面实验室的可接受的替代方案。三分之二的学生表示在观看 VR 视频时感到某种形式的不适，54% 的学生表示没有使用耳机观看视频，而是使用 3D 视频功能。由于许多学生报告视频包含适当信息，因此视频内容不成问题。将改进的摄像头质量与运动稳定性、更舒适的耳机以及减少编辑问题相结合，可以极大地提高 VR 视频的质量和效果。
The Covid-19 pandemic caused a sudden shift towards remote learning, moving classes to online formats. Not exempt from this switch, laboratory courses traditionally taught in-person were also moved to remote methods, costing students the opportunity to learn these skills hands-on. In order for instructors to provide course materials effectively and engagingly, non-traditional methods should be explored. Virtual reality (VR) has become more accessible in recent years. VR simulations have been used for many years as educational tools in high-risk settings such as flight or medical simulations. Immersive VR videos implemented in a remote laboratory course could provide the students with an engaging and suitable learning experience. To test the effectiveness of VR videos as a tool for remote education, VR videos of the laboratory component of a Biomolecular Engineering course were provided to students. A survey was distributed for students to self-report their experience with the videos. The survey contained quantitative and qualitative ratings of VR as an educational tool. The survey showed that students (~ 89% strongly agree or agree) believed the videos provided the opportunity to work at their own pace and were an appropriate length. While ~ 74% of students said that the videos provided enough information to understand the tasks, a small percentage felt that the videos improved their retention (~ 16%) and understanding (~ 9%) of the course material. About 28% of the students responded positively when asked about how VR videos improved their engagement with the material. ~ 30% reported confidence in applying the skills learned in the videos in the future and ~ 43% believe the VR videos were an acceptable alternative to in-person labs. Two-thirds of students reported feeling some form of discomfort while viewing the VR videos and 54% reported not using the headset for the videos and using the 3D video feature instead. As many students reported the videos containing appropriate information, the content of the videos was not an issue. A combination of improved camera quality with motion stability, more comfortable headsets, and a reduction in editing issues could greatly improve the quality and effectiveness of VR videos.
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影响因子：
12
作者：
Brinson, James R.
通讯作者：
Brinson, James R.
影响因子：
3.6
作者：
Bawa P
通讯作者：
Bawa P
DOI：
10.7861/fhj.2019-0036
发表时间：
2019-10-01
期刊：
Future healthcare journal
影响因子：
--
作者：
Pottle, Jack
通讯作者：
Pottle, Jack
影响因子：
2.1
作者：
Wilson, Denise;Jones, Diane;Plett, Melani
通讯作者：
Plett, Melani
影响因子：
6.6
作者：
Liu, Ruixue;Wang, Lei;Ren, Youqun
通讯作者：
Ren, Youqun