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Ke F, Moon J, Sokolikj Z. Designing and deploying a virtual social sandbox for autistic children. Disabil Rehabil Assist Technol 2024; 19:1178-1209. [PMID: 36524469 DOI: 10.1080/17483107.2022.2156630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2022] [Revised: 12/01/2022] [Accepted: 12/02/2022] [Indexed: 12/23/2022]
Abstract
PURPOSE This exploratory study was intended to investigate the design and feasibility of using a web virtual reality based social learning space for autistic children at home. MATERIALS AND METHODS The researchers of the current study developed and implemented an open-source, web virtual reality based learning program for children with autism. Endorsing mixed-method convergent parallel design, we collected both qualitative and quantitative data from four autistic children, including repeated measures of social skills performance, self- and parent-reported social and communication competence, observation notes, and individual interviews. RESULTS The study found preliminary evidence for a positive impact of deploying a virtual reality-based social sandbox on the practice and development of complex social skills for autistic children. All participants showed significant reduced social communication impairments from the pre- to the post-intervention phases. Nevertheless, participants' social skills performance in the virtual world was mediated by two social task design features-external goal structure and individualization. CONCLUSIONS Play- and design-oriented social tasks in the three-dimensional virtual world framed meaningful social experiences or the naturalistic intervention for social skills development.
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Affiliation(s)
- Fengfeng Ke
- Department of Educational Psychology and Learning Systems, Florida State University, Tallahassee, FL, USA
| | - Jewoong Moon
- Department of Educational Leadership, Policy, and Technology Studies, University of Alabama, Tuscaloosa, AL, USA
| | - Zlatko Sokolikj
- Department of Scientific Computing, Florida State University, Tallahassee, FL, USA
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Politis Y, Clemente I, Lim Z, Sung C. The development of the conversation skills assessment tool. Autism Dev Lang Impair 2023; 8:23969415231196063. [PMID: 37637964 PMCID: PMC10449635 DOI: 10.1177/23969415231196063] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 08/29/2023]
Abstract
Background and aims Having a conversation with someone or even more within a group of people is complex. We are never taught at school how to do it, which implies we consider having a conversation as something simple and straightforward. Instead, we just learn from observing others. Some people are great conversationalists - it comes naturally to them - while others struggle. Some people may not fully understand how the process works, how turn-taking happens, don't understand visual cues such as body language and facial expressions, and fail to comprehend that some topics may be appropriate or inappropriate. This can be the case for both neurotypical and neurodivergent people. The Conversation skills Assessment Tool has been developed in this first instance to help in assessing and examining conversation skills in an intervention with young autistic adults on a virtual platform (a virtual world). This paper will present the evolution of the new measure through the exploratory phase, the development phase and finally a detailed account of the inter-rater reliability process. Methods The intervention associated with this study was carried out though a multiple baseline design with 3 autistic participants (in their early 20 s) and took place over 4 phases (15-17 sessions). The sessions involved semi-structured conversations in face-to-face (phases 1 and 4) and virtual (phases 2 and 3) settings and were videotaped with the participants' consent. Twelve of those were used by this study in the development process through iterative inter-rater reliability stages between two coding teams. Results Evaluation of the Conversation skills Assessment Tool tool revealed the potential benefit of implementing interventions with measures that more objectively and concretely (e.g., by noting frequencies) assess observable behaviours that are associated with having positive conversations with others. Beyond this, it is anticipated that Conversation skills Assessment Tool can emerge as a tool capable of not only accounting for the environment an interaction takes place in (e.g., professional, casual), but also offers beneficial feedback for both autistic students and other populations (e.g., young children, English language learners). Conclusions This measure has the potential to offer quantifiable and trackable guidance to people who have difficulties conversing. The authors do not wish to perpetuate an ableist social construct of what is a 'good' conversation, nor do they suggest that conversation skills training is useful solely for people with communication and/or socialization difficulties. Rather, they hope that Conversation skills Assessment Tool can be adopted more broadly to give both neurotypical and neurodivergent people a better understanding of how to communicate more effectively with others, while also becoming more aware and accepting of differing conversational styles. Implications Because of its ability to track (or self-monitor) one's development of conversational skills over time, Conversation skills Assessment Tool could serve as an educative tool in early childhood education. It can be used by occupational/speech therapists and other professionals and also used to self-monitor one's development of conversational skills. Conversation skills Assessment Tool was developed to assess conversation skills on a one-to-one basis; therefore, another iteration of Conversation skills Assessment Tool would have to look at group conversations.
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Affiliation(s)
- Yurgos Politis
- Yehuda Elkana Center for Teaching, Learning and Higher Education Research, Central European University, Austria
| | - Ian Clemente
- Department of Counselling, Educational Psychology & Special Education (CEPSE), Michigan State University, USA
| | | | - Connie Sung
- Department of Counselling, Educational Psychology & Special Education (CEPSE), Michigan State University, USA
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Harris NM, Lindeman RW, Bah CSF, Gerhard D, Hoermann S. Eliciting real cravings with virtual food: Using immersive technologies to explore the effects of food stimuli in virtual reality. Front Psychol 2023; 14:956585. [PMID: 37138992 PMCID: PMC10149689 DOI: 10.3389/fpsyg.2023.956585] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2022] [Accepted: 03/15/2023] [Indexed: 05/05/2023] Open
Abstract
In this paper, we explore the current technical possibilities of eating in virtual reality (VR) and show how this could be used to influence eating behaviors. Cue-based exposure therapy is a well-known method used to treat eating disorders. There are several benefits to using VR in combination with cue-based therapy. However, before VR-based cue-exposure can be used for therapeutic purposes, the ability of the VR environment to elicit craving responses in participants must be assessed. This was the objective of the first part of the study, where we assessed whether our VR environment elicited food craving responses in participants. Results showed that our VR environment elicited food craving responses: Salivation Magnitude, Food Craving State and Urge to Eat was significantly different from the neutral baseline. In addition, results showed that food cravings measured through the salivation magnitude in response to the virtual condition were not significantly different from the real condition, thus showing that VR had a comparable effect on producing food cravings. The second part of the study was conducted to determine whether the addition of olfactory and interaction cues in VR increased the development of food cravings. The results of this part showed that adding synthetic olfactory cues, paired with visual cues, to our system, provided a significant further increase in food cravings. Our results demonstrate that the use of food cues in VR can increase the development of food cravings and that it is possible to provide a simple yet convincing eating experience in VR. Inevitably, food interaction in VR is still underexplored territory and further research is needed to improve utility and application in disciplines related to food and eating.
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Affiliation(s)
- Nikita Mae Harris
- HIT Lab NZ, University of Canterbury, Christchurch, New Zealand
- School of Product Design, University of Canterbury, Christchurch, New Zealand
| | | | - Clara Shui Fern Bah
- Research and Innovation, University of Canterbury, Christchurch, New Zealand
| | - Daniel Gerhard
- School of Mathematics and Statistics, University of Canterbury, Christchurch, New Zealand
| | - Simon Hoermann
- HIT Lab NZ, University of Canterbury, Christchurch, New Zealand
- School of Product Design, University of Canterbury, Christchurch, New Zealand
- *Correspondence: Simon Hoermann,
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Domingueti D, Barbosa Feres Carvalho D, Colombo Dias DR, Oliveira VC. Software-Based Simulation on a 3D Environment for Vaccination Teaching and Learning: Design Science Research. JMIR Med Educ 2022; 8:e35712. [PMID: 36459390 PMCID: PMC9758638 DOI: 10.2196/35712] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/14/2021] [Revised: 07/05/2022] [Accepted: 09/05/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Student training requires specific laboratories for vaccination practice, which are usually limited, and even professionals' continuing education regularly lacks proper care. Thus, new methodologies, concepts, and technologies, such as software-based simulations, are in highly demand. OBJECTIVE This work aims to develop a 3D virtual environment to support teaching activities in the vaccination room. The software-based simulation must contribute positively to teaching considering a variable set of scenarios. METHODS We applied the design science research method to guide the work. First, the concepts and opportunities were raised, which we used to build the simulation (ie, the proposed technological artifact). The development was assisted by a specialist, in which we sought to create a vaccination room according to Brazilian standards. The artifact evaluation was achieved in 2 stages: (1) an evaluation to validate the design with experts through the Delphi method; and (2) a field evaluation with nursing students to validate aspects of usability (System Usability Scale [SUS]) and technology acceptance and use (Unified Theory of Acceptance and Use of Technology version 2). RESULTS We built the simulation software using the Unity game engine. An additional module was also developed to create simulation scenarios and view the students' performance reports. The design evaluation showed that the proposed solution is adequate. Students' evaluations confirm good usability (SUS score of 81.4), besides highlighting Performance Expectation as the most positively influential factor of Behavioral Intention. Effort Expectancy is positively affected by younger users. Both evaluation audiences cited the high relevance of the proposed artifact for teaching. Points for improvement are also reported. CONCLUSIONS The research accomplished its goal of creating a software-based simulation to support teaching scenarios in the vaccination room. The evaluations still reveal desirable improvements and user behavior toward this kind of technological artifact.
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Affiliation(s)
- Daniel Domingueti
- Departamento de Ciência da Computação, Universidade Federal de São João del-Rei, Sao Joao del Rei, Brazil
| | | | - Diego Roberto Colombo Dias
- Departamento de Ciência da Computação, Universidade Federal de São João del-Rei, Sao Joao del Rei, Brazil
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Mason K, Bicknell S, Kreutzer E, Wood A, Hurlow J. Acceptability and feasibility of using avatar-based virtual world software as an adjunct to clinical interventions, training, and reflective practice in a medium secure setting: A qualitative interview study. Crim Behav Ment Health 2022; 32:377-388. [PMID: 36346206 DOI: 10.1002/cbm.2264] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2021] [Accepted: 10/24/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Relationships are at the core of recovery, particularly in secure services where patients have usually had difficulties with authority figures and can have mentalisation deficits. Early indications are that avatar-based virtual world software may help facilitate communication and emotional expression. AIMS To establish the feasibility of using avatar-based virtual world software in a medium secure hospital, adjunctive to standard staff-patient interactions during clinical interventions and staff activities including reflective practice and training; to explore patient, staff participant and facilitator experiences using it. METHODS Use of the software was offered across an 89-bedded unit as an optional adjunct to clinical interventions, reflective practice and training sessions. Qualitative data were collected using semi-structured interviews and analysed using thematic analysis. Volunteer sampling was used. Five patients volunteered and were matched with an equal number of staff facilitators and participants. RESULTS Eighty four sessions were completed using the avatar software with between 1 and 11 participant(s) per session, totalling 347 participant sessions. No adverse events occurred relatable to the sessions. An overarching theme of 'adding value' emerged, encompassing subthemes such as 'concrete visual presence and imagery', 'mentalisation processes' and 'enhanced focus, depth and problem solving'. Experiences of added value were affected by moderators which were 'power and relationship dynamics', the 'ability to use software', 'practical processes' and 'literacy'. CONCLUSIONS Avatar software is feasible to implement, acceptable to patients and staff and may offer an opportunity to aid mentalisation and reflection. By definition, everyone engaging in this study was a volunteer, even an enthusiast, so it would now be useful to extend evaluation to those who need some encouragement to use avatar software. Research to quantify benefits and establish the cost impact is now indicated, as our findings show it may offer a novel way of connecting with hard-to-reach patient groups.
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Affiliation(s)
- Katy Mason
- Birmingham and Solihull Mental Health Foundation Trust, Lancashire and South Cumbria Foundation Trust, Birmingham, UK
| | - Sarah Bicknell
- Birmingham and Solihull Mental Health Foundation Trust, Birmingham, UK
| | - Ernest Kreutzer
- Birmingham and Solihull Mental Health Foundation Trust, Birmingham, UK
| | - Ashleigh Wood
- Birmingham Women's and Children's NHS Foundation Trust, Leicestershire Partnership NHS Trust, Birmingham, UK
| | - Jonathan Hurlow
- Birmingham and Solihull Mental Health Foundation Trust, Birmingham, UK
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Caute A, Cruice M, Devane N, Patel A, Roper A, Talbot R, Wilson S, Marshall J. Delivering group support for people with aphasia in a virtual world: experiences of service providers. Disabil Rehabil 2022; 44:8264-8282. [PMID: 34962849 DOI: 10.1080/09638288.2021.2011436] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
PURPOSE This study explored the acceptability to service providers of delivering a novel group support intervention for people with aphasia (PWA) in a virtual world. MATERIALS AND METHODS The service providers were six group coordinators and 10 volunteers. Fourteen of the service providers participated in a semi-structured qualitative interview and 15 took part in a consensus group discussion. Qualitative interviews were analysed using framework analysis. For consensus group discussions, nominal group rankings were analysed and semantically similar responses were identified. RESULTS Service providers described the virtual world as a safe space in which to communicate, connect, and experiment. The key barriers were technical, particularly relating to sound and connectivity issues. Service providers suggested a range of improvements to the virtual world and intervention programme. They reported that PWA benefitted from accessing a support group in a virtual world, with opportunities to connect socially and to develop their communication skills. CONCLUSIONS Service providers found delivery of group support intervention in a virtual world to be acceptable. The use of a bespoke virtual world to deliver group support intervention may enhance the experience and increase its accessibility, enabling more PWA to benefit from this type of intervention.Implications for rehabilitationPeople with aphasia benefit from group support intervention but may find it difficult to access face-to-face groups.Delivery of group support intervention in a virtual world is acceptable to service providers, can enhance the experience and increase accessibility of groups.Technical challenges present potential barriers when delivering group support in a virtual world, relating particularly to sound and connectivity.Potential benefits of this model of delivery, as perceived by service providers, include opportunities to connect socially and to develop communication skills plus specific and strong levels of enjoyment of the virtual context.
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Affiliation(s)
- Anna Caute
- School of Health and Social Care, University of Essex, Colchester, UK.,Centre for Language and Communication Science Research, City, University of London, London, UK
| | - Madeline Cruice
- Centre for Language and Communication Science Research, City, University of London, London, UK
| | - Niamh Devane
- Centre for Language and Communication Science Research, City, University of London, London, UK
| | - Anita Patel
- Anita Patel Health Economics Consulting Ltd, London, UK
| | - Abi Roper
- Centre for Language and Communication Science Research, City, University of London, London, UK
| | - Richard Talbot
- Centre for Language and Communication Science Research, City, University of London, London, UK.,Sussex Community NHS Foundation Trust, Brighton, UK
| | - Stephanie Wilson
- Centre for Human-Computer Interaction Design, City, University of London, London, UK
| | - Jane Marshall
- Centre for Language and Communication Science Research, City, University of London, London, UK
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Logemann M, Aritz J, Cardon P, Swartz S, Elhaddaoui T, Getchell K, Fleischmann C, Helens‐Hart R, Li X, Palmer‐Silveira J, Ruiz‐Garrido M, Springer S, Stapp J. Standing strong amid a pandemic: How a global online team project stands up to the public health crisis. Br J Educ Technol 2022; 53:577-592. [PMID: 35600422 PMCID: PMC9111488 DOI: 10.1111/bjet.13189] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2021] [Revised: 01/19/2022] [Accepted: 01/25/2022] [Indexed: 05/10/2023]
Abstract
The annual instructional virtual team Project X brings together professors and students from across the globe to engage in client projects. The 2020 project was challenged by the global disruption of the COVID-19 pandemic. This paper draws on a quantitative dataset from a post-project survey among 500 participating students and a qualitative narrative inquiry of personal experiences of the faculty members. The findings reveal how innovative use of a variety of collaboration and communication technologies helped students and their professors in building emotional connection and compassion to support each other in the midst of the crisis, and to accomplish the project despite connectivity disruptions. The results suggest that the role of an instructor changed to a coach and mentor, and technology was used to create a greater sense of inclusion and co-presence in student-faculty interactions. Ultimately, the paper highlights the role of technology to help the participants navigate sudden crisis affecting a global online instructional team project. The adaptive instructional teaching strategies and technologies depicted in this study offer transformative potential for future developments in higher education.
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Affiliation(s)
- Minna Logemann
- Baruch CollegeThe City University of New YorkNew YorkNew YorkUSA
| | - Jolanta Aritz
- Marshall School of BusinessUniversity of Southern CaliforniaLos AngelesCaliforniaUSA
| | - Peter Cardon
- Marshall School of BusinessUniversity of Southern CaliforniaLos AngelesCaliforniaUSA
| | - Stephanie Swartz
- School of BusinessMainz University of Applied SciencesMainzGermany
| | - Terri Elhaddaoui
- Michael J. Coles College of BusinessKennesaw State UniversityKennesawGeorgiaUSA
| | | | - Carolin Fleischmann
- School of BusinessRosenheim Technical University of Applied SciencesRosenheimGermany
| | - Rose Helens‐Hart
- Department of Applied Business Studies in the Robbins College of Business and EntrepreneurshipFort Hays State UniversityHaysKansasUSA
| | - Xiaoli Li
- English DepartmentUniversity of DaytonDaytonOhioUSA
| | | | | | - Scott Springer
- Business Management DepartmentBrigham Young University–HawaiiLaieHawaiiUSA
| | - James Stapp
- Dyson School of Applied Economics and ManagementCornell UniversityIthacaUSA
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Abstract
The highly contagious coronavirus and the rapid spread of COVID-19 disease have
generated a global public health crisis, which is being addressed at various
local and global scales through social distancing measures and guidelines. This
is coupled with debates about the nature of living and working patterns through
intensive utilisation of information and telecommunication technologies, leading
to the social and institutional acceptability of these patterns as the
‘new normal.’ The primary objective of this article is to
instigate a discourse about the potential contribution of architecture and urban
design and planning in generating knowledge that responds to pressing questions
about future considerations of post pandemic architecture and urbanism.
Methodologically, the discussion is based on a trans-disciplinary framework,
which is utilised for conceptual analysis and is operationalized by identifying
and discoursing design and planning implications. The article underscores
relevant factors; originates insights for areas where future research will be
critically needed, through key areas: a) Issues related to urban dynamics are
delineated from the perspective of urban and human geography, urban design and
planning, and transportation engineering; b) Questions that pertain to
socio-spatial implications and urban space/ urban life dialectics stem from the
field of environmental psychology; and c) Deliberations about new environments
that accommodate new living/working styles supervene from ethnographical and
anthropological perspectives. The article concludes with an outlook that
captures key aspects of the needed synergy between architectural and urban
education, research, and practice and public health in a post pandemic virtual
and global world.
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Affiliation(s)
- Ashraf M. Salama
- Cluster for Research in Architecture and Urbanism of Cities in
the Global South (CRAUCGS), Department of Architecture, University of
Strathclyde, Glasgow, G11XQ, UK
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Thompson A, Elahi F, Realpe A, Birchwood M, Taylor D, Vlaev I, Leahy F, Bucci S. A Feasibility and Acceptability Trial of Social Cognitive Therapy in Early Psychosis Delivered Through a Virtual World: The VEEP Study. Front Psychiatry 2020; 11:219. [PMID: 32269534 PMCID: PMC7109496 DOI: 10.3389/fpsyt.2020.00219] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/14/2019] [Accepted: 03/05/2020] [Indexed: 12/14/2022] Open
Abstract
BACKGROUND Addressing specific social cognitive difficulties is an important target in early psychosis and may help address poor functional outcomes. However, structured interventions using standard therapy settings including groups suffer from difficulties in recruitment and retention. AIMS To address these issues, we aimed to modify an existing group social cognitive intervention entitled 'Social Cognition and Interaction Training' (SCIT) to be delivered through a virtual world environment (Second Life ©). METHODS A single arm nonrandomized proof-of-concept trial of SCIT-VR was conducted. Five groups of three to five individuals per group were recruited over 6 months. Eight sessions of SCIT-VR therapy were delivered through the virtual world platform Second Life© over a 5-week intervention window. Feasibility was examined using recruitment rates and retention. Acceptability was examined using qualitative methods. Secondary outcomes including social cognitive indices, functioning, and anxiety were measured pre- and postintervention. RESULTS The SCIT-VR therapy delivered was feasible (36% consent rate and 73.3% intervention completion rate), acceptable (high overall postsession satisfaction scores) and safe (no serious adverse events), and had high levels of participant satisfaction. Users found the environment immersive. Prepost changes were found in emotion recognition scores and levels of anxiety. There were no signs of clinical deterioration on any of the secondary measures. CONCLUSION This proof-of-concept pilot trial suggested that delivering SCIT-VR through a virtual world is feasible and acceptable. There were some changes in prepost outcome measures that suggest the intervention has face validity. There is sufficient evidence to support a larger powered randomized controlled trial. CLINICAL TRIAL REGISTRATION ISRCTN, identifier 41443166.
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Affiliation(s)
- Andrew Thompson
- Orygen, the Centre for Excellence in Youth Mental Health, Melbourne, VIC, Australia.,Warwick Medical School, University of Warwick, Coventry, United Kingdom
| | - Farah Elahi
- Warwick Medical School, University of Warwick, Coventry, United Kingdom
| | - Alba Realpe
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, United Kingdom
| | - Max Birchwood
- Warwick Medical School, University of Warwick, Coventry, United Kingdom
| | - David Taylor
- Department of Surgery & Cancer, Faculty of Medicine, Imperial College London, University of London, London, United Kingdom
| | - Ivo Vlaev
- Behavioural Science Group, Warwick Business School, University of Warwick, Coventry, United Kingdom
| | - Fiona Leahy
- Warwick Medical School, University of Warwick, Coventry, United Kingdom
| | - Sandra Bucci
- Division of Psychology and Mental Health, Faculty of Biology, Medicine and Health, School of Health Sciences, Manchester Academic Health Sciences, Manchester, United Kingdom.,Greater Manchester Mental Health NHS Foundation Trust, Manchester, United Kingdom
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Papadopoulos L, Pentzou AE, Louloudiadis K, Tsiatsos TK. Design and evaluation of a simulation for pediatric dentistry in virtual worlds. J Med Internet Res 2013; 15:e240. [PMID: 24168820 PMCID: PMC3841347 DOI: 10.2196/jmir.2651] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2013] [Revised: 07/12/2013] [Accepted: 08/13/2013] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Three-dimensional virtual worlds are becoming very popular among educators in the medical field. Virtual clinics and patients are already used for case study and role play in both undergraduate and continuing education levels. Dental education can also take advantage of the virtual world's pedagogical features in order to give students the opportunity to interact with virtual patients (VPs) and practice in treatment planning. OBJECTIVE The objective of this study was to design and evaluate a virtual patient as a supplemental teaching tool for pediatric dentistry. METHODS A child VP, called Erietta, was created by utilizing the programming and building tools that online virtual worlds offer. The case is about an eight-year old girl visiting the dentist with her mother for the first time. Communication techniques such as Tell-Show-Do and parents' interference management were the basic elements of the educational scenario on which the VP was based. An evaluation of the simulation was made by 103 dental students in their fourth year of study. Two groups were formed: an experimental group which was exposed to the simulation (n=52) and a control group which did not receive the simulation (n=51). At the end, both groups were asked to complete a knowledge questionnaire and the results were compared. RESULTS A statistically significant difference between the two groups was found by applying a t test for independent samples (P<.001), showing a positive learning effect from the VP. The majority of the participants evaluated the aspects of the simulation very positively while 69% (36/52) of the simulation group expressed their preference for using this module as an additional teaching tool. CONCLUSIONS This study demonstrated that a pediatric dentistry VP built in a virtual world offers significant learning potential when used as a supplement to the traditional teaching techniques.
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Affiliation(s)
- Lazaros Papadopoulos
- Laboratory of Medical Informatics, Medical School, Aristotle University of Thessaloniki, Thessaloniki, Greece.
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Rhodes PA, Anderson TO. Evolving a neural olfactorimotor system in virtual and real olfactory environments. Front Neuroeng 2012; 5:22. [PMID: 23112772 PMCID: PMC3482690 DOI: 10.3389/fneng.2012.00022] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/05/2011] [Accepted: 09/04/2012] [Indexed: 11/25/2022]
Abstract
To provide a platform to enable the study of simulated olfactory circuitry in context, we have integrated a simulated neural olfactorimotor system with a virtual world which simulates both computational fluid dynamics as well as a robotic agent capable of exploring the simulated plumes. A number of the elements which we developed for this purpose have not, to our knowledge, been previously assembled into an integrated system, including: control of a simulated agent by a neural olfactorimotor system; continuous interaction between the simulated robot and the virtual plume; the inclusion of multiple distinct odorant plumes and background odor; the systematic use of artificial evolution driven by olfactorimotor performance (e.g., time to locate a plume source) to specify parameter values; the incorporation of the realities of an imperfect physical robot using a hybrid model where a physical robot encounters a simulated plume. We close by describing ongoing work toward engineering a high dimensional, reversible, low power electronic olfactory sensor which will allow olfactorimotor neural circuitry evolved in the virtual world to control an autonomous olfactory robot in the physical world. The platform described here is intended to better test theories of olfactory circuit function, as well as provide robust odor source localization in realistic environments.
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12
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Mishra S, Sharma KS, Lee SJ, Fox EA, Wang G. SLATE: virtualizing multiscale CT training. J Xray Sci Technol 2012; 20:239-248. [PMID: 22635178 PMCID: PMC4114304 DOI: 10.3233/xst-2012-0332] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
Training on micro- and nano- computed tomography (CT) scanners has been traditionally conducted via extensive practice on the instrument. This entails presence of an instructor to guide through the training procedure, until reasonable experience is attained. Modern tomographic instruments being expensive to maintain, the operational costs escalates with increasing number of training conducted. In a pioneering approach, the technical know-how to operate such equipment has been partly imparted via virtual reality environment running on the Second Life grid. The experimentation has indicated a reduction of the total training time. The authors hope that in the long run, such techniques will aid in significant reduction of instruction time and costs associated with training.
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Affiliation(s)
- Sourav Mishra
- Department of Electrical and Computer Engineering, Virginia Tech, Blacksburg, VA, USA.
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Mitchell S, Heyden R, Heyden N, Schroy P, Andrew S, Sadikova E, Wiecha J. A pilot study of motivational interviewing training in a virtual world. J Med Internet Res 2011; 13:e77. [PMID: 21946183 PMCID: PMC3222158 DOI: 10.2196/jmir.1825] [Citation(s) in RCA: 41] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2011] [Revised: 06/12/2011] [Accepted: 06/14/2011] [Indexed: 11/23/2022] Open
Abstract
BACKGROUND Motivational interviewing (MI) is an evidence-based, patient-centered counseling strategy proven to support patients seeking health behavior change. Yet the time and travel commitment for MI training is often a barrier to the adoption of MI by health care professionals. Virtual worlds such as Second Life (SL) are rapidly becoming part of the educational technology landscape and offer not only the potential to improve access to MI training but also to deepen the MI training experience through the use of immersive online environments. Despite SL's potential for medical education applications, little work is published studying its use for this purpose and still less is known of educational outcomes for physician training in MI using a virtual-world platform. OBJECTIVE Our aims were to (1) explore the feasibility, acceptability, and effectiveness of a virtual-world platform for delivering MI training designed for physicians and (2) pilot test instructional designs using SL for MI training. METHODS We designed and pilot tested an MI training program in the SL virtual world. We trained and enrolled 13 primary care physicians in a two-session, interactive program in SL on the use of MI for counseling patients about colorectal cancer screening. We measured self-reported changes in confidence and clinical practice patterns for counseling on colorectal cancer screening, and acceptability of the virtual-world learning environment and the MI instructional design. Effectiveness of the MI training was assessed by coding and scoring tape-recorded interviews with a blinded mock patient conducted pre- and post-training. RESULTS A total of 13 physicians completed the training. Acceptability ratings for the MI training ranged from 4.1 to 4.7 on a 5-point scale. The SL learning environment was also highly rated, with 77% (n = 10) of the doctors reporting SL to be an effective educational medium. Learners' confidence and clinical practice patterns for colorectal cancer screening improved after training. Pre- to post-training mean confidence scores for the ability to elicit and address barriers to colorectal cancer screening (4.5 to 6.2, P = .004) and knowledge of decision-making psychology (4.5 to 5.7, P = .02) and behavior change psychology (4.9 to 6.2, P = .02) increased significantly. Global MI skills scores increased significantly and component scores for the MI skills also increased, with statistically significant improvements in 4 of the 5 component skills: empathy (3.12 to 3.85, P = .001), autonomy (3.07 to 3.85, P < .001), collaboration (2.88 to 3.46, P = .02), and evocative response (2.80 to 3.61, P = .008). CONCLUSIONS The results of this pilot study suggest that virtual worlds offer the potential for a new medical education pedagogy that will enhance learning outcomes for patient-centered communication skills training.
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Affiliation(s)
- Suzanne Mitchell
- Department of Family Medicine, Boston University School of Medicine, Boston, MA 02118, USA.
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