Entwicklung neuer Trainingsstrategien (Blended Learning) in der Medizin am Beispiel der Virtual-Reality-Laparaskopie Simulation

2016 ◽  
Vol 54 (08) ◽  
Author(s):  
S Huppert ◽  
G Kaup ◽  
J Broschewitz ◽  
GM Sommer ◽  
I Gockel ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Blended Learning

scholarly journals Blended Learning Through an Interactive Mobile Application for Teaching Autistic Kindergarten Students

2021 ◽  
pp. 132-146
Author(s):  
Mohammed Yousif
Keyword(s):  
Virtual Reality ◽  
Blended Learning ◽  
Mobile Phones ◽  
Mobile Applications ◽  
Mobile Application ◽  
Kindergarten Students ◽  
Interactive Learning Environment ◽  
Daily Lives ◽  
The World ◽  
Therapy Sessions

The mobile applications industry has had significant growth in the last few years. Mobile phones are everywhere since we use them in every part of our daily lives for entertainment, communication and other various uses. Unfortunately, there was also a substantial increase the number of autism cases in kids around the world, which has prompted for a dire need of a therapy method that is cheap, reliable and accessible for everyone who needs it. Researchers have tried several methods, like robotics and virtual reality, to help in the therapy of autistic children. While their results were promising, these technologies are still out of reach of most users due to their high cost. Mobile phones, however, are much more accessible since everyone has one, and they have a wide array of useful gadgets that can be used in making the therapy sessions more engaging and fun such as cameras, accelerometers, speakers, microphones and others. This project aims to design and implement an interactive learning environment based on a mobile application for teaching kids with special needs. 

scholarly journals DisasterSISM: A Multi-Level Blended Learning Program in Disaster Medicine for Medical Students

2019 ◽  
Vol 34 (s1) ◽  
pp. s83-s83
Author(s):  
Luca Ragazzoni ◽  
Andrea Conti ◽  
Marta Caviglia ◽  
Fabio Maccapani ◽  
Francesco Della Corte
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Blended Learning ◽  
Health Professionals ◽  
Disaster Response ◽  
Medical Schools ◽  
Disaster Medicine ◽  
Basic Knowledge ◽  
Learning Program ◽  
Final Exam

Introduction:Disaster medicine has been identified as a fundamental discipline for health professionals. In Italy, the role of physicians during disaster response is officially recognized by the Italian Code of Medical Ethics and by the Ministry of Education. Nevertheless, few Italian medical schools include this discipline in their curricula.Aim:With the aim of teaching basic knowledge of disaster medicine to Italian medical students, Research Center in Emergency and Disaster Medicine (CRIMEDIM) and Italian Medical Students’ Association (SISM) developed DisasterSISM, a nationwide training project in disaster medicine.Methods:DisasterSISM consists of three courses: Basic, Advanced, and Train-of-Trainers (ToT). The Basic courses are managed by medical students who are trained during the one-week intense ToT. All courses are delivered using innovative training methodologies, such as e-learning, peer education, table-top exercises, and virtual reality simulations.Results:From 2012 to 2018, a total of 122 courses (111 Basic, 5 Advanced, and 6 ToT) have been delivered. DisasterSISM reached 37 out of 45 Italian medical schools, training more than 2,500 students. A survey conducted after the end of each course showed that participants considered the knowledge in Disaster Medicine essential for their future profession, regardless of the specialty chosen. Students also expressed their appreciation about the blended-learning approach, with a predilection for virtual reality simulations. The comparison between the entrance and the final exam scores showed a significant increase in knowledge.Discussion:In six years, DisasterSISM reached the majority of Italian medical schools, providing disaster medicine knowledge to hundreds of undergraduates. Considering the fast growth and diffusion of the project, the significant increase of knowledge, and the positive feedback received from participants, we suggest that the DisasterSISM model be implemented in other countries to widely disseminate information about prevention and disaster preparedness among medical students and health professionals.

scholarly journals The impact of using AI and VR with blended learning on English as a foreign language teaching

2020 ◽  
pp. 253-258
Author(s):  
Hiroyuki Obari ◽  
Steve Lambacher ◽  
Hisayo Kikuchi
Keyword(s):  
Artificial Intelligence ◽  
Virtual Reality ◽  
Blended Learning ◽  
English Language ◽  
Language Skills ◽  
International Communication ◽  
Foreign Language Teaching ◽  
Smartphone Applications ◽  
Japanese Students ◽  
The Impact

This study focuses on the use of emerging technologies such as Artificial Intelligence (AI) smart speakers and smartphone applications for improving the English language skills of L1 Japanese undergraduates. An empirical investigation was carried out with 82 Japanese students. Participants were required to study a variety of online English programmes using AI speakers over an eight-month period. The results showed that students using AI speakers outperformed on the Test of English for International Communication (TOEIC) a group of non-AI users, who instead exclusively used online materials. This research suggests integrating blended learning, including AI and Virtual Reality (VR), may be an effective way to improve the English proficiency of native Japanese.

scholarly journals Virtual Reality Training Versus Blended Learning of Laparoscopic Cholecystectomy

Medicine ◽  
2015 ◽  
Vol 94 (20) ◽  
pp. e764 ◽  
Author(s):  
Felix Nickel ◽  
Julia A. Brzoska ◽  
Matthias Gondan ◽  
Henriette M. Rangnick ◽  
Jackson Chu ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Laparoscopic Cholecystectomy ◽  
Blended Learning ◽  
Virtual Reality Training

scholarly journals Blended Learning Using Virtual Reality Environments

2017 ◽  
Vol 43 (1) ◽  
pp. 6-13
Author(s):  
Jane Stephan ◽  
Ahmed Ahmed ◽  
Alaa Omran
Keyword(s):  
Virtual Reality ◽  
Blended Learning ◽  
Formal Education ◽  
Three Dimensional ◽  
Likert Scale ◽  
Traditional Learning ◽  
Immersive Virtual Reality ◽  
Scientific Content ◽  
Online Delivery ◽  
Student Control

Immersive virtual reality isn’t just for gaming. It’s poised to have a big impact on education as well, giving students an opportunity to interact with content in three-dimensional learning environments. Blended learning, according to the Inn sight Institute is "a formal education program in which a student learns at least inpart through online delivery of content and instruction with some element of student' control over time, place, path and/orpace". On the other hand, there are many disadvantage found in blended learning such as the learners with low motivation or bad study habits may fall behind, and many others. So, there is an essential need to improve and develop the theory of the blended learning by using virtual reality environments and get rid of these disadvantages to develop the faceto-face learning to add a lot of features such as excitement and make it more efficient. As well as affirms clarity of the scientific content of the lecture that the student may be miss them by absent or even mentally, so student can live atmosphere the lecture again and overcome the difficulties resulting from the using blended learning or traditional learning. Firstly, this approach is applied by building a specialized website application that allow using virtual reality feature in order to measure the effectiveness of this study on students, and then a questionnaires was designed and the information result of these questionnaires impact was gathered. It is found that, the most of students were excited, active and they understand the lecture in an easy way with a high Likert Scale (4.74), but they found difficulties in using VR tools which has a low Likert scale (2.66).

scholarly journals USE OF AUGMENTED AND VIRTUAL REALITY TOOLS IN A GENERAL SECONDARY EDUCATION INSTITUTION IN THE CONTEXT OF BLENDED LEARNING

2021 ◽  
Vol 86 (6) ◽  
pp. 70-86
Author(s):  
Valentyna V. Kovalenko ◽  
Maiia V. Marienko ◽  
Alisa S. Sukhikh
Keyword(s):  
Virtual Reality ◽  
Secondary Education ◽  
Augmented Reality ◽  
Blended Learning ◽  
Mixed Reality ◽  
Educational Process ◽  
Target Component ◽  
Full Time ◽  
Teaching Aids ◽  
Virtual And Augmented Reality

The study examines the problem of using augmented and virtual reality in the process of blended learning in general secondary education. Analysis of recent research and publications has shown that the use of augmented and virtual reality in the educational process has been considered by scientists. However, the target group in these studies is students of higher education institutions. Most of the works of scientists are devoted to the problem of introducing augmented reality into the traditional educational process. At the same time, the use of augmented and virtual reality technologies in the process of blended learning remains virtually unexplored. The study analyzes the meaning of the concept of "blended learning". The conceptual principles of blended learning are considered. It has been found that scholars differ in their understanding of the concept of "blended learning". Sometimes researchers distinguish between the components of blended learning: full-time and online learning. The study presents the special advantages of blended learning and the taxonomy of blended learning. It was found that there are some difficulties in implementing blended learning. The article outlines the practical use of virtual and augmented reality. The definition of augmented and virtual reality is given. The mixed reality is considered as a separate kind of notion. Separate applications of virtual and augmented reality that can be used in the process of blended learning are considered (MEL Chemistry VR; Anatomyou VR; Google Expeditions; EON-XR). As a result of the study, the authors propose possible ways to use augmented reality in the educational process. The model of using augmented and virtual reality in blended learning in general secondary education institutions was designed. It consists of the following blocks: goal; teacher’s activity; forms of education; teaching methods; teaching aids; organizational forms of education; pupil activity and results. Based on the model, the methodology of using augmented and virtual reality in blended learning in general secondary education was developed. The methodology contains the following components: target component, content component, technological component and resultant component. The methodology is quite universal and can be used for any subject in general secondary education. The types of lessons in which it is expedient to use augmented (AR) and virtual reality(VR) are determined. Recommendations are given at which stage of the lesson it is better to use AR and VR tools (depending on the type of lesson).

A practitioner framework for blended learning classroom inquiry-based virtual reality lessons

2020 ◽  
Vol 17 (6) ◽  
pp. 521-540
Author(s):  
Alex G Fegely ◽  
Heather N Hagan ◽  
George H Warriner
Keyword(s):  
Virtual Reality ◽  
Experiential Learning ◽  
Blended Learning ◽  
Modern Technology ◽  
Inquiry Based Learning ◽  
Classroom Inquiry

This article presents the Blended Learning Virtual Reality Inquiry Framework, an original framework for creating virtual reality inquiry-based lessons for the modern technology-driven classroom. The framework shared in this article invokes research on blended learning , experiential learning, and inquiry-based learning to structure a virtual reality-specific lesson model. The authors present the theory and research behind each aspect of the framework before explaining how the framework is used. The article concludes by providing practitioners with a standard-aligned Blended Learning Virtual Reality Inquiry Framework lesson example.

scholarly journals Chirurgische Ausbildung im digitalen Zeitalter – Virtual Reality, Augmented Reality und Robotik im Medizinstudium

2021 ◽  
Vol 146 (01) ◽  
pp. 37-43
Author(s):  
Sebastian Kuhn ◽  
Florentine Huettl ◽  
Kim Deutsch ◽  
Elisa Kirchgässner ◽  
Tobias Huber ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Blended Learning ◽  
Quantitative Evaluation ◽  
Digitale Transformation ◽  
Chirurgische Ausbildung ◽  
Robotische Chirurgie ◽  
Chirurgische Lehre ◽  
Vr Simulator

Zusammenfassung Hintergrund Die digitale Transformation der Medizin verändert den Beruf des Arztes. Augmented und Virtual Reality (AR/VR) und die Robotik erfahren einen zunehmenden Einsatz in unterschiedlichen klinischen Kontexten und bedürfen einer begleitenden Aus- und Weiterbildung, die bereits im Medizinstudium beginnen muss. Hier besteht aktuell eine große Diskrepanz zwischen dem hohen Bedarf und der Anzahl an wissenschaftlich überprüften Konzepten. Ziel der vorliegenden Arbeit war die Konzeptionierung und strukturierte Evaluation eines neu entwickelten Lern-/Lehrkonzepts zur digitalen Transformation mit Fokus auf die chirurgische Lehre. Methoden 35 Studierende haben in 3 Kursen des Blended-Learning-Curriculums „Medizin im digitalen Zeitalter“ teilgenommen. Das 4. Modul dieses Kurses thematisiert Virtual Reality, Augmented Reality und Robotik in der Chirurgie. Es gliedert sich in die folgenden Kursteile: (1) immersive Simulation einer laparoskopischen Cholezystektomie, (2) leberchirurgische Operationsplanung mittels AR/VR, (3) Basisfertigkeiten am VR-Simulator für robotische Chirurgie, (4) kollaborative OP Planung im virtuellen Raum und (5) Expertengespräch. Nach Abschluss des Gesamtcurriculums erfolgte eine qualitative und quantitative Evaluation des Kurskonzepts mittels semistrukturierter Interviews sowie anhand von standardisierten Prä-post-Evaluationsfragebögen. Ergebnisse Im qualitativen Auswertungsverfahren der Interviews wurden 79 Textaussagen 4 Schwerpunktkategorien zugewiesen. Den größten Anteil (35%) nahmen hierbei Äußerungen zum „Expertengespräch“ ein, das von den Studierenden als elementarer Teil des Kurskonzepts gewertet wurde. Darüber hinaus empfanden die Studierenden den Kurs als horizonterweiterndes „Lernerlebnis“ (29% der Aussagen) mit einem hohen „Praxisbezug“ (27%). Die quantitative Studierendenevaluation zeigt eine positive Entwicklung für die Teilkompetenzen Wissen und Fertigkeiten sowie eine Tendenz zu einer positiven Haltung nach Kursabschluss. Schlussfolgerung Die chirurgische Lehre ist zur Entwicklung digitaler Kompetenzen prädestiniert. Dabei muss die Geschwindigkeit des Veränderungsprozesses der digitalen Transformation im chirurgischen Fachgebiet beachtet und im curricularen Konzept verankert werden.

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