Evaluation of the Virtual Physiology of Exercise Laboratory program.
Evaluation of the Virtual Physiology of Exercise Laboratory program.
复制标题
运动实验室虚拟生理学项目的评估。
DOI：
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发表时间：
2009
影响因子：
2.1
通讯作者：
John L. Dobson
中科院分区：
文献类型：
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作者：
John L. Dobson
虚拟运动生理学实验室（Virtual Physiology of Exercise Laboratory， VPEL）程序旨在模拟选定运动生理学实验室的测试设计、数据收集和分析阶段。VPEL程序由四个模块组成：1)心血管，2)最大O（2)消耗（Vo(2max)）， 3）乳酸和通气阈值，4)呼吸交换比。本调查的目的是比较学生从VPEL项目和从传统的“动手”运动生理学实验室活动中学习的情况。2009年春季综合健身计划课程的学生参与者被随机分配到实验组1或实验组2。第一组完成了一个典型的Vo（2max）实验室活动的动手版本，而第二组完成了VPEL Vo（2max）模块。然后，两组都完成了相同的评估，以评估他们对Vo（2max）实验室概念的理解。然后，组1完成了VPEL乳酸和通气阈值模块，而组2完成了相同活动的动手版本。然后两组都完成了相同的评估，以评估他们对乳酸和通气量阈值实验室概念的理解。第1组和第2组的平均Vo（2max）评分分别为86.39 +/- 4.13和85.64 +/- 6.72，乳酸和通气阈值评分分别为85.50 +/- 8.05和86.15 +/- 6.45。这些发现为类似调查的以下结论（2,4,6）提供了额外的支持：虚拟实验室与实际实验室一样有效地指导学生。
The Virtual Physiology of Exercise Laboratory (VPEL) program was created to simulate the test design, data collection, and analysis phases of selected exercise physiology laboratories. The VPEL program consists of four modules: 1) cardiovascular, 2) maximal O(2) consumption (Vo(2max)), 3) lactate and ventilatory thresholds, and 4) respiratory exchange ratio. The purpose of this investigation was to compare student learning from the VPEL program with that from traditional "hands-on" exercise physiology laboratory activities. Student participants from the spring 2009 Integrated Fitness Programming course were randomly assigned to either experimental group 1 or group 2. Group 1 completed a hands-on version of a typical Vo(2max) laboratory activity, whereas group 2 completed the VPEL Vo(2max) module. Both groups then completed the same assessment to evaluate their understanding of Vo(2max) laboratory concepts. Group 1 then completed the VPEL lactate and ventilatory threshold module, whereas group 2 completed a hands-on version of that same activity. Both groups then completed the same assessment to evaluate their understanding of lactate and ventilatory threshold laboratory concepts. Mean Vo(2max) assessment scores were 86.39 +/- 4.13 and 85.64 +/- 6.72 and mean lactate and ventilatory threshold assessment scores were 85.50 +/- 8.05 and 86.15 +/- 6.45 for groups 1 and 2, respectively. These findings lend additional support to the following conclusion of similar investigations (2, 4, 6): that virtual laboratories instruct students as effectively as hands-on laboratories.