Nursing Education in the Era of Virtual Reality

2020 ◽  
pp. 47-70
Author(s):  
Derya Uzelli Yilmaz ◽  
Sevil Hamarat Tuncalı ◽  
Yusuf Yilmaz
Keyword(s):  
Virtual Reality ◽  
Nursing Education ◽  
New Technologies ◽  
Learning Needs ◽  
Traditional Teaching ◽  
Psychomotor Learning ◽  
Learning Domains ◽  
Traditional Teaching Methods ◽  
The Many ◽  
Interviewing Techniques

Today's new technologies have impacted many different areas of education, with nursing education one such area. Nursing education, as a learning process, targets the combination of cognitive, affective, and psychomotor learning domains. However, traditional teaching methods may not meet all of the Y and Z generations' learning needs. Today's learners are accustomed to multimedia learning environments and have come to expect a certain level of technology integrated into their curricula. Virtual Reality (VR) technology enables students to become immersed within a 360-degree view experience of scenes that have been completely digitally created, whilst no longer viewing the real world around them. Virtual simulation has been used to teach communication, disaster relief, teamwork, and interviewing techniques, among other skills; and can also provide immersive personalized learning experiences. This chapter presents some of the many facets of VR in today's nursing education.

Nursing Education in the Era of Virtual Reality

2021 ◽  
pp. 126-149
Author(s):  
Derya Uzelli Yilmaz ◽  
Sevil Hamarat Tuncalı ◽  
Yusuf Yilmaz
Keyword(s):  
Virtual Reality ◽  
Nursing Education ◽  
New Technologies ◽  
Learning Needs ◽  
Traditional Teaching ◽  
Psychomotor Learning ◽  
Learning Domains ◽  
Traditional Teaching Methods ◽  
The Many ◽  
Interviewing Techniques

Today's new technologies have impacted many different areas of education, with nursing education one such area. Nursing education, as a learning process, targets the combination of cognitive, affective, and psychomotor learning domains. However, traditional teaching methods may not meet all of the Y and Z generations' learning needs. Today's learners are accustomed to multimedia learning environments and have come to expect a certain level of technology integrated into their curricula. Virtual Reality (VR) technology enables students to become immersed within a 360-degree view experience of scenes that have been completely digitally created, whilst no longer viewing the real world around them. Virtual simulation has been used to teach communication, disaster relief, teamwork, and interviewing techniques, among other skills; and can also provide immersive personalized learning experiences. This chapter presents some of the many facets of VR in today's nursing education.

scholarly journals Construct, Face, and Content Validation on Voxel-Man® Simulator for Otologic Surgical Training

2017 ◽  
Vol 2017 ◽  
pp. 1-8 ◽  
Author(s):  
M. Varoquier ◽  
C. P. Hoffmann ◽  
C. Perrenot ◽  
N. Tran ◽  
C. Parietti-Winkler
Keyword(s):  
Virtual Reality ◽  
Construct Validity ◽  
Surgical Training ◽  
Teaching Methods ◽  
Traditional Teaching ◽  
Virtual Reality Simulator ◽  
Expert Group ◽  
Traditional Teaching Methods ◽  
The Face ◽  
Nose And Throat

Objective. To assess the face, content, and construct validity of the Voxel-Man TempoSurg Virtual Reality simulator. Participants and Methods. 74 ear, nose, and throat (ENT) surgeons participated. They were assigned to one of two groups according to their level of expertise: the expert group (n=16) and the novice group (n=58). The participants performed four temporal bone dissection tasks on the simulator. Performances were assessed by a global score and then compared to assess the construct validity of the simulator. Finally, the expert group assessed the face and content validity by means of a five-point Likert-type scale. Results. experienced surgeons performed better (p<.01) and faster (p<.001) than the novices. However, the groups did not differ in terms of bone volume removed (p=.11) or number of injuries (p=.37). 93.7% of experienced surgeons stated they would recommend this simulator for anatomical learning. Most (87.5%) also thought that it could be integrated into surgical training. Conclusion. The Voxel-Man TempoSurg Virtual Reality simulator constitutes an interesting complementary tool to traditional teaching methods for training in otologic surgery.

scholarly journals The MOOC Revolution – massive open online courses: the answer to problems facing education or an experiment that could destroy centuries of tradition.

2017 ◽  
Vol 10 (1) ◽  
Author(s):  
Katharine Jewitt
Keyword(s):  
New Technologies ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Technology Enhanced Learning ◽  
Traditional Teaching ◽  
Massive Open Online ◽  
Traditional Teaching Methods ◽  
Cautionary Tales ◽  
Enhanced Learning

Given the emerging nature of massive open online courses (MOOCs), this paper is a synthesis of critical reflections, commentaries and cautionary tales from a variety of perspectives, looking at the issues facing education and considering whether traditional teaching methods have outlived their usefulness.In times where educational institutions are facing financial cuts and student debt increases, some argue free university online courses will be the saviour of education, (Koller et al, 2013). Others argue they could destroy centuries of tradition and threaten some of the world's greatest universities (Vardi 2012).This paper, builds on the research by examining some of the phenomenal changes to technology enhanced learning, being brought about by new technologies and business. It summarises some of the key discourses around MOOCs, which continue to generate heated debates and divide opinions about their credibility, value and importance. I argue that any form of technology that drives engaging and tailored education, precisely to the needs of the individuals, coupled with opening up education to those that cannot afford it, has to be a viable alternative and make traditional, academic institutions question their offerings and respond.  

scholarly journals Tecnologías educativas móviles colaborativas para estudiantes ciegos. Una revisión sistemática

2020 ◽  
Vol 20 (2) ◽  
pp. 83-100
Author(s):  
Isadora Rocha de Almeida ◽  
◽  
Deller James Ferreira ◽  
Keyword(s):  
New Technologies ◽  
Collaborative Teaching ◽  
Academic Community ◽  
Traditional Teaching ◽  
Classroom Dynamics ◽  
Revisión Sistemática ◽  
Traditional Teaching Methods ◽  
Research Questions ◽  
The Impact ◽  
Context Characteristics

Traditional teaching methods lose prominence as new technologies emerge as aids inthe learning process. Ensuring new classroom dynamics and expanding the learning environmentbeyond the classroom is, in fact, a tempting additive for students who are developing in an era oftechnological ascension. Mobile learning or M-learning is, therefore, the most accessible andpopular way to offer educational dynamics to students, including those with some type ofdisability. Bringing together collaborative teaching, which allows students to work in groups andinteractively with each other, and the facilities provided by technology, the objective of the workis to present a systematic literature review pointing out the impact of collaborative mobiletechnologies for teaching people with Visual impairment. Following Kitchenham's systematicreview method, 592 articles in Portuguese and English were analyzed, 10 of which were selectedto answer the research questions. The results of this research reveal that the use of mobiletechnologies is efficient and more accessible, positively impacting the learning of students withvisual impairments, but still presents latent problems and challenges. This systematic reviewprovides the academic community with a current synthesis of research and development on thesubject, between 2015 and 2020, in different teaching environments regarding the educationallevel and context, characteristics, receptivity and challenges, always backed up by empirical evidence

scholarly journals A Space Design Teaching Model Using Virtual Simulation Technology

2018 ◽  
Vol 13 (06) ◽  
pp. 163
Author(s):  
Jialing Wu
Keyword(s):  
Virtual Reality ◽  
Teaching Method ◽  
Virtual Simulation ◽  
Teaching Model ◽  
Virtual Experiment ◽  
Traditional Teaching ◽  
Simulation Technology ◽  
Space Design ◽  
Traditional Teaching Methods ◽  
Design Function

With the rapid advancement of information technology, virtual reality technology has also gradually developed, accompanied by the dramatic growth of virtual reality experiment technology. At present, the space design-oriented virtual experiment teaching method usually contributes to the formation of undesired experiment habits among students, such as caring less about experiment instruments, attaching less importance to the norms of experiment operation, and the lack of awareness of safety precautions. At the same time, virtual experiment may lead to reduced communications in the learning process and fewer opportunities for students to exercise interpersonal skills, thus affecting the teaching effect to a certain extent. On this basis, a teaching method of applying virtual simulation technology to the course of space design was proposed in this study. The analysis of the current development status and characteristics of virtual simulation technology was followed by a detailed description of the use of software in the construction entity and a series of computer-aided teaching and developing processes concerning space, design, function, etc. in the case of space design. Through the survey, it was found that students have more recognition of the new teaching method and their learning efficiency is improved, indicating that this teaching model is significantly better than other traditional teaching methods.

scholarly journals Virtual reality mobile application to improve videoscopic airway training: A randomised trial

2021 ◽  
Vol 50 (2) ◽  
pp. 141-148
Author(s):  
Ying Wei Yau ◽  
Zisheng Li ◽  
Mui Teng Chua ◽  
Win Sen Kuan ◽  
Gene Wai Han Chan
Keyword(s):  
Virtual Reality ◽  
Teaching Methods ◽  
Mobile Application ◽  
Intervention Group ◽  
Control Group ◽  
Traditional Teaching ◽  
Successful Intubation ◽  
Self Directed Learning ◽  
Traditional Teaching Methods ◽  
Directed Learning

Introduction: Flexible bronchoscopic intubation (FBI) is an important technique in managing an anticipated difficult airway, yet it is rarely performed and has a steep learning curve. We aim to evaluate if the integration of virtual reality gaming application into routine FBI training for emergency department doctors would be more effective than traditional teaching methods. Methods: We conducted a randomised controlled trial to compare self-directed learning using the mobile application, Airway Ex* in the intervention group versus the control group without use of the mobile application. All participants underwent conventional didactic teaching and low-fidelity simulation with trainer’s demonstration and hands-on practice on a manikin for FBI. Participants randomised to the intervention arm received an additional 30 minutes of self-directed learning using Airway Ex, preloaded on electronic devices while the control arm did not. The primary outcome was time taken to successful intubation. Results: Forty-five physicians (20 junior and 25 senior physicians) were enrolled, with male predominance (57.8%, 26/45). There was no difference in time taken to successful intubation (median 48 seconds [interquartile range, IQR 41–69] versus 44 seconds [IQR 37–60], P=0.23) between the control and intervention groups, respectively. However, the intervention group received better ratings (median 4 [IQR 4–5]) for the quality of scope manipulation skills compared to control (median 4 [IQR 3–4], adjusted P=0.03). This difference remains significant among junior physicians in stratified analysis. Conclusion: Incorporating virtual reality with traditional teaching methods allows learners to be trained on FBI safely without compromising patient care. Junior physicians appear to benefit more compared to senior physicians. Keywords: Airway management, emergency medicine, intubation, simulation education, virtual reality

scholarly journals Sustainable Education Using New Communication Technology: Assessment with Analytical Hierarchy Process (AHP)

2021 ◽  
Vol 13 (17) ◽  
pp. 9640
Author(s):  
Xin-Yu Wang ◽  
Guang Li ◽  
Jih-Fu Tu ◽  
Khuyen Thi To Nguyen ◽  
Chun-Yen Chang
Keyword(s):  
Communication Technology ◽  
New Technologies ◽  
New Technology ◽  
Traditional Teaching ◽  
Analytic Hierarchy ◽  
Fifth Generation ◽  
Sustainable Education ◽  
Teachers And Students ◽  
The Many ◽  
Hierarchy Process

This study explores how new communication technology is implemented in education by mainly focusing on the teacher’s role. With a questionnaire and interview surveys, the analytic hierarchy process (AHP) was carried out to understand the factors that affect implementing new communication technology in education. New technologies such as the fifth-generation (5G) technology contribute to the realization of ubiquitous and effective learning. Effective adoption of this technology for education is pedagogically based on teachers’ capability and determination to improve students’ learning activities. The results indicate that teachers and students prefer traditional teaching methods to the new technological methods, with a high weight recorded for the “maintaining the traditional teaching tools” criteria in the solution layer. The importance of the criteria layer shows that there are possibilities of implementing new technologies into education with appropriate support. When considering teachers’ effort, time spent, and resources used to prepare adequate materials, teachers are hesitant about using new technology. However, support helps to implement new communication technology successfully into education, especially teaching. Even with the many advantages of new technology, such as 5G, its problems prohibit teachers from actively using new technology. To provide a basic understanding of how to encourage teachers to successfully implement new technology into education, especially teaching, the results of this study help promote the applications used for sustainable education to narrow the educational divide.

Augmented Reality-Based Training Systems for Teaching Health and Safety Procedures in Construction

2019 ◽  
pp. 216-237 ◽  
Author(s):  
Inma García-Pereira ◽  
Cristina Portalés ◽  
Sergio Casas ◽  
María Vidal-González ◽  
Jesús Gimeno
Keyword(s):  
Augmented Reality ◽  
New Technologies ◽  
Health And Safety ◽  
Physical Work ◽  
Traditional Teaching ◽  
Construction Sector ◽  
The Real ◽  
Training Systems ◽  
Traditional Teaching Methods ◽  
Safety Procedures

Traditional teaching methods are not always efficient, especially in areas where the concepts to teach relate to physical work that must be done outside the classroom. This is the case of the construction sector, where the teaching of safety procedures is crucial to reduce the number of accidents, but traditional methods fail to highlight the importance of these procedures. The use of computer simulation through new technologies such as augmented reality (AR) can engage more students in order to better understand the concepts. In addition, they can visualize virtual elements superimposed on the real world to simulate the real situations they will later face in construction. This chapter deals with the simulation, by means of AR technology, of teaching procedures in the construction sector. It presents ARFAT, an application for mobile devices that makes use of AR to teach health and safety procedures about three elements: formwork, scaffolds, and falsework.

3-D Interactive Simulation of Magnetic Compass Adjustment Based on VRML

2010 ◽  
Vol 156-157 ◽  
pp. 211-216
Author(s):  
Jian Hua Wu ◽  
Hao Li ◽  
Hong Xiang Li
Keyword(s):  
Virtual Reality ◽  
Three Dimensional ◽  
Magnetic Compass ◽  
Traditional Teaching ◽  
Interactive Simulation ◽  
Source Codes ◽  
Adjustment Procedure ◽  
Traditional Teaching Methods ◽  
Realization Process ◽  
Ship Operation

Magnetic compass adjustment is an indispensable work during ship operation, and its procedure can not be simulated in a real ship by traditional teaching methods, which has become a bottleneck to magnetic compass learners. The procedure of magnetic compass adjustment is simulated by virtual reality modeling language(VRML). Three-dimensional interactive demonstrations of magnetic compass’ structure and adjustment procedure are implemented. So learners will have a direct cognition to the adjustment procedure of heeling deviation, semicircular deviation and quadrantal deviation. The realization process of simulation in the virtual reality environment is described in detail and the relevant source codes are given.

scholarly journals The Business Case Study: A Suitable Candidate For Blended Learning?

2011 ◽  
Vol 2 (4) ◽  
pp. 5
Author(s):  
James G. Gallagher
Keyword(s):  
Blended Learning ◽  
Interactive Multimedia ◽  
New Technologies ◽  
Essential Feature ◽  
Learning Experience ◽  
Business Case ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Business Case Study

The essential feature of the business case study is that it introduces a slice of realism into the learning experience. For the lecturer the answer to the question Why do we teach? lies in the recognition that we are attempting to change students knowledge, aptitudes, abilities and attitudes. To this end the business case study is an ideal vehicle especially, if it is harnessed to new technologies which allow greater realism to be tapped into. These interactive, multimedia, business case studies add value to the learning experience by aiding the achievement of deeper learning. However, an interactive, multimedia, business case study is, in itself, insufficient to drive student learning to the highest levels of deep learning. For this, blended learning, combining elements of both traditional teaching methods and the new technologies are called on

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