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81 results for “virtual education”
Dataset for algorithmic thinking skills assessment: Results from the virtual CAT large-scale study in Swiss compulsory education
<p><strong>Overview</strong><br>This dataset was collected during a main study that evaluated the virtual Cross Array Task (CAT) platform as an assessment tool for algorithmic thinking (AT) skills among K-12 students in Swiss compulsory education.<br>As algorithmic thinking becomes increasingly vital in our digital age, this study bridges the gap between traditional assessments and the needs of today's learners by introducing a digital platform. The virtual CAT, a digital adaptation of an unplugged assessment activity, offers scalable, automated assessments with reduced human intervention.</p> <p><strong>Study Context, Location and Participants</strong><br>To comprehensively investigate algorithmic competencies within compulsory education, exploring their variations and determining the factors influencing them, in Spring 2023 we conducted an experimental study with the virtual CAT's.<br>The sample comprises 129 students (65 girls and 64 boys), selected from nine classes across five public schools in Ticino and Solothurn cantons.</p> <p><strong>Data Collection</strong><br>During the data collection process, session and participant details were manually recorded by the administrator. <br>Each session has been assigned a unique identifier, and specific details, such as the date, canton, school name and type, and the students’ HarmoS grade (HG) level, have been recorded. <br>Student information are limited to sex and date of birth, with birth dates used to calculate ages, a significant factor in our demographic analysis. <br>To protect student privacy, unique identifiers have been assigned to each participant, keeping the data anonymous and secure. <br>The assessment tool automatically tracked all user interaction within the platform.<br>All data collected have been pseudonymised, aligning with prevailing open science practices in Switzerland (SNSF, 2021). <br>Data collection was integrated into a validation module of the app. </p> <p><strong>Data Features</strong><br>The dataset comprises the following files:</p> <ul> <li>STUDENTS_SESSIONS.csv</li> <li>RESULTS.csv</li> <li>LOGS.csv</li> <li>CANTONS.csv</li> <li>ALGORITHMS.csv</li> </ul> <p>These files collectively provide insights into the algorithmic actions of the students, demographic details, session logs, results, and more.</p> <p><strong>Usage & Ethics</strong><br>In the spirit of open science, this dataset is made available to the public after meticulous anonymisation to ensure all participants' privacy and ethical treatment. <br>Initial authorisations were secured from school administrators, teachers, and parents. <br>Detailed communication regarding the study's nature, data handling, and objectives was transparently shared with all stakeholders.</p> <p><strong>REFERENCES</strong></p> <p><strong>[1]</strong> A. Piatti, G. Adorni, L. El-Hamamsy, L. Negrini, D. Assaf, L. Gambardella & F. Mondada. (2022). The CT-cube: A framework for the design and the assessment of computational thinking activities. Computers in Human Behavior Reports, 5, 100166. <a href="https://doi.org/10.1016/j.chbr.2021.100166">https://doi.org/10.1016/j.chbr.2021.100166</a></p> <p><strong>[2]</strong> Adorni, G., & Piatti, S., & Karpenko, V. (2023). virtual CAT: An app for algorithmic thinking assessment within Swiss compulsory education. Zenodo Software. <a href="https://doi.org/10.5281/zenodo.10027851">https://doi.org/10.5281/zenodo.10027851</a> On GitHub: <a href="https://github.com/GiorgiaAuroraAdorni/virtual-CAT-app/">https://github.com/GiorgiaAuroraAdorni/virtual-CAT-app/</a></p> <p><strong>[3]</strong> Adorni, G., & Karpenko, V. (2023). virtual CAT programming language interpreter. Zenodo Software. <a href="https://doi.org/10.5281/zenodo.10016535">https://doi.org/10.5281/zenodo.10016535</a> On GitHub: <a href="https://github.com/GiorgiaAuroraAdorni/virtual-CAT-programming-language-interpreter/">https://github.com/GiorgiaAuroraAdorni/virtual-CAT-programming-language-interpreter/</a></p> <p><strong>[4]</strong> Adorni, G., & Karpenko, V. (2023). virtual CAT data infrastructure. Zenodo Software. <a href="https://doi.org/10.5281/zenodo.10015011">https://doi.org/10.5281/zenodo.10015011</a> On GitHub: <a href="https://github.com/GiorgiaAuroraAdorni/virtual-CAT-data-infrastructure">https://github.com/GiorgiaAuroraAdorni/virtual-CAT-data-infrastructure</a></p> <p> </p>
Dataset for algorithmic thinking skills assessment: Results from the virtual CAT pilot study in Swiss compulsory education
<p><strong>Overview</strong><br>This dataset was collected during a pilot study that evaluated the virtual Cross Array Task (CAT) platform as an assessment tool for algorithmic thinking (AT) skills among K-12 students in Swiss compulsory education.<br>As algorithmic thinking becomes increasingly vital in our digital age, this study bridges the gap between traditional assessments and the needs of today's learners by introducing a digital platform. The virtual CAT, a digital adaptation of an unplugged assessment activity, offers scalable, automated assessments with reduced human intervention.</p><p><strong>Study Context, Location and Participants</strong><br>To demonstrate the virtual CAT's effectiveness, we conducted a pilot study in March 2023.<br>The study was conducted in Switzerland, specifically within the Ticino canton.<br>The sample consisted of 31 students (21 girls and 10 boys) from a preschool class (ages 4-6) and two low secondary classes (1st grade, ages 11-12). </p><p><strong>Data Collection</strong><br>Data collection was integrated into a validation module of the app. <br>Sessions required manual input for details like date, canton, and school information. <br>Students' details, anonymised for privacy, encompassed their gender and date of birth. <br>Each interaction within the platform was meticulously logged, capturing operations like task confirmations, command updates, mode changes, and more.</p><p><strong>Data Features</strong><br>The dataset comprises the following files:</p><ul><li>ALGORITHMS.csv</li><li>CANTONS.csv</li><li>DF.csv</li><li>LOGS.csv</li><li>RESULTS.csv</li><li>SCHOOLS.csv</li><li>SESSIONS.csv</li><li>STUDENTS_SESSIONS.csv</li></ul><p>These files collectively provide insights into the algorithmic actions of the students, demographic details, session logs, results, and more.</p><p><strong>Usage & Ethics</strong><br>In the spirit of open science, this dataset is made available to the public after meticulous anonymisation to ensure all participants' privacy and ethical treatment. <br>Initial authorisations were secured from school administrators, teachers, and parents. <br>Detailed communication regarding the study's nature, data handling, and objectives was transparently shared with all stakeholders.</p><p> </p><p><strong>REFERENCES</strong></p><p><strong>[1]</strong> A. Piatti, G. Adorni, L. El-Hamamsy, L. Negrini, D. Assaf, L. Gambardella & F. Mondada. (2022). The CT-cube: A framework for the design and the assessment of computational thinking activities. Computers in Human Behavior Reports, 5, 100166. <a href="https://doi.org/10.1016/j.chbr.2021.100166">https://doi.org/10.1016/j.chbr.2021.100166</a></p><p><strong>[2]</strong> Adorni, G., & Piatti, S., & Karpenko, V. (2023). virtual CAT: An app for algorithmic thinking assessment within Swiss compulsory education. Zenodo Software. <a href="https://doi.org/10.5281/zenodo.10027851">https://doi.org/10.5281/zenodo.10027851</a> On GitHub: <a href="https://github.com/GiorgiaAuroraAdorni/virtual-CAT-app/">https://github.com/GiorgiaAuroraAdorni/virtual-CAT-app/</a></p><p><strong>[3]</strong> Adorni, G., & Karpenko, V. (2023). virtual CAT programming language interpreter. Zenodo Software. <a href="https://doi.org/10.5281/zenodo.10016535">https://doi.org/10.5281/zenodo.10016535</a> On GitHub: <a href="https://github.com/GiorgiaAuroraAdorni/virtual-CAT-programming-language-interpreter/">https://github.com/GiorgiaAuroraAdorni/virtual-CAT-programming-language-interpreter/</a></p><p><strong>[4]</strong> Adorni, G., & Karpenko, V. (2023). virtual CAT data infrastructure. Zenodo Software. <a href="https://doi.org/10.5281/zenodo.10015011">https://doi.org/10.5281/zenodo.10015011</a> On GitHub: <a href="https://github.com/GiorgiaAuroraAdorni/virtual-CAT-data-infrastructure">https://github.com/GiorgiaAuroraAdorni/virtual-CAT-data-infrastructure</a></p>
Dataset related to article "How Academics and the Public Experienced Immersive Virtual Reality for Geo-education"
<p>The dataset is associated with the paper entitled: How Academics and the Public Experienced Immersive Virtual Reality for Geo-education.</p> <p>It contains feedback regarding users’ experience with Immersive Virtual Reality for geological exploration, through a tailored approach developed by Tibaldi et al. (2020) where the Virtual Landscape is based on 3D photogrammetry-based high-resolution models.</p> <p>Such feedback has been acquired through anonymous questionnaires during nine dissemination events held in 2018 and 2019 in various locations (Vienna in Austria, Milan and Catania in Italy and Santorini in Greece), in the framework of the following projects: i) the MIUR project ACPR15T4_00098–Argo3D (http://argo3d.unimib.it/); ii) 3DTeLC Erasmus+Project 2017-1-UK01-KA203-036719 (<a href="http://www.3dtelc.com">http://www.3dtelc.com</a>); iii) EGU 2018 Public Engagement Grant (https://www.egu.eu/outreach/peg/) .</p> <p>In the dataset, feedback has been grouped into categories, based on users age and background:</p> <p>i) Middle and High School Students (Schools students, results in Sheet 1);</p> <p>ii) MSc Students in Earth Sciences (MSc, results in Sheet 2);</p> <p>iii) Academics/Researchers in Earth Sciences, that include PhD students and postdocs (Academics, results in Sheet 3);</p> <p>iv) Lay Public (i.e. participants that do not belong to the other groups, results in Sheet 4).</p> <p>It lists a total of 459 records; further details are available in the manuscript.</p> <p>If you use this dataset, please do cite the following papers:</p> <p>Bonali et al., How Academics and the Public Experienced Immersive Virtual Reality for Geo-education. Geosciences.</p> <p>Tibaldi, A.; Bonali, F.L.; Vitello, F.; Delage, E.; Nomikou, P.; Antoniou, V.; Becciani, U.; Van Wyk de Vries, B.; Krokos, M.; Whitworth, M. Real world–based immersive Virtual Reality for research, teaching and communication in volcanology. Bull. Volcanol. 2020, 82, 1–12.</p> <p> </p> <p> </p> <p> </p>
Framework for virtual education of COVID-19 vaccines for Mandarin-speaking learners: An educational intervention module
<p><strong>Background</strong>: In the United States, patients with limited English proficiency face significant barriers to comprehending and acting upon health-related information, particularly during the COVID-19 pandemic. The ability of health professionals to communicate COVID-19-related information to Mandarin-speaking patients has proved critical in discussions about vaccine efficacy, side effects, and post-vaccine protection.</p> <p><strong>Methods</strong>: The authors created a one-hour educational module to help Mandarin-speaking medical students better convey COVID-19 vaccine information to Mandarin-only speakers. The module is composed of an educational guide, which introduced key terminology and addressed commonly asked questions, and pre- and post-surveys. The authors recruited 59 Mandarin-speaking medical students from 31 U.S. academic medical centers, all of whom had previously completed a medical Mandarin elective. The module and surveys were distributed and completed in August 2021. Data analysis measured the change in aggregate mean for subjective five-point Likert-scale questions and change in percent accuracy for objective knowledge-based questions.</p> <p><strong>Results</strong>: The educational module significantly improved participants' subjective comfort level in discussing the COVID-19 vaccine in English and Mandarin. The largest improvement in both English and Mandarin was demonstrated in the participant's ability to explain differences between the COVID-19 vaccines, with an aggregate mean improvement of 0.39 for English and 1.48 for Mandarin. Survey respondents also demonstrated increased percent accuracy in knowledge-based objective questions in Mandarin.</p> <p><strong>Conclusions</strong>: This module provides Mandarin-learning medical students with skills to deliver reliable information to the general population and acts as a model for the continued development of educational modules for multilingual medical professionals.</p>
Virtual Reality-Based Health Promotion Education and Healthy Living Behaviors in Pregnant Women
ClinicalTrials.gov study NCT07096427. IPD Sharing: NO. Countries: 1. Publications: 7.
Virtual Reality Educational Intervention for Nursing Students' Day Surgery Patient Counselling
ClinicalTrials.gov study NCT07305714. IPD Sharing: NO. Countries: 0. Publications: 3.
AF at Home: A Virtual Education Program for Patients With Atrial Fibrillation (AF)
ClinicalTrials.gov study NCT05810896. IPD Sharing: YES. Countries: 1. Publications: 4.
Virtual Reality Education Program to Reduce Anxiety During Radiation Therapy
ClinicalTrials.gov study NCT04029961. IPD Sharing: NO. Countries: 1. Publications: 3.
Framework for virtual education of COVID-19 vaccines for Mandarin-speaking learners: An educational intervention module
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The Fourth International Scientific – Practical Virtual Conference in "Green Energy: New Conceptual Vision and Multiplicative Effects" Organizers of the conference: MTÜ. The International Center for Research Education & Training. (Estonia Tallinn)
<p>The Fourth International Scientific – Practical Virtual Conference in "Green Energy: New Conceptual Vision and Multiplicative Effects" Organizers of the conference: MTÜ. The International Center for Research Education & Training. (Estonia Tallinn</p>
Assessing Challenges to Virtual Education (FACVE) in Emergency Remote Teaching Situations
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Exploring Immersive Virtual Reality in Higher Education: Research Gap and future Direction - A Scoping review
<p><span>The rapid advancement of technology in the post-COVID-19 era has positioned immersive learning as a transformative approach to enhance educational experiences. Despite its vast potential, recent research developments reveal persistent challenges and gaps that impede widespread adoption. This study conducts a scoping review using the PRISMA methodology to systematically analyze current literature, identify research gaps, seek the challenge, and propose future research directions. From an initial pool of 414 papers, 75 were selected, comprising 60 research studies and 15 review papers. Notably, 55 studies focus on immersive virtual reality (IVR) purely for educational enhancement in traditional academic settings, while 20 explore the implementation of IVR in education with gaming activities. The analysis indicates a predominance of mixed-methods research within education, computer engineering, and computer science. Most studies are limited by short durations (typically 30 minutes) and small participant groups (under 50), raising concerns about the generalizability of findings. Key themes identified include learning context (21 papers), learning design strategies (10 papers), and immersion elements such as avatars and haptic feedback (6 papers). While positive impacts like increased satisfaction, motivation, engagement, knowledge enhancement, and usability are reported, negative effects such as motion sickness (13 papers) and dizziness (11 papers) persist. Crucially, only 11 studies exhibit high statistical power, underscoring the need for more robust research designs. Challenges identified encompass participant limitations, homogeneity, user discomfort, hardware unfamiliarity, and cognitive load—all intricately linked to design strategies. The implications of this review highlight the necessity for future research to focus on long-term studies, optimize user experience, develop cost-effective content creation methods, and integrate gamification into learning design. Addressing these areas is essential for overcoming current barriers and fully realizing the potential of immersive learning in education.</span></p>
Transformative Learning to Virtual Inter-Professional Education in Musculoskeletal Pain
ClinicalTrials.gov study NCT05589311. IPD Sharing: NO. Countries: 1. Publications: 10.
The Effect of Virtual Reality-Based Disaster Education Given to Nursing Students on Disaster Preparedness
ClinicalTrials.gov study NCT06253156. IPD Sharing: Not stated. Countries: 1. Publications: 0.
Tele-Ultrasound: VIrtual Hands-on Education for Novice Users
ClinicalTrials.gov study NCT05013476. IPD Sharing: NO. Countries: 1. Publications: 3.
The Effect of Using Virtual Reality in Subcutaneous Injection Education on the Knowledge and Skills of Nursing Students
ClinicalTrials.gov study NCT07012187. IPD Sharing: NO. Countries: 1. Publications: 1.
Acceptability of Virtual Educational Intervention for Adolescents and Young Adults With Type 1 Diabetes Mellitus
ClinicalTrials.gov study NCT04878419. IPD Sharing: NO. Countries: 1. Publications: 16.
Effect of Educational Program of Virtual Reality on Critical Thinking Disposition Among Nursing Students at Damietta University
ClinicalTrials.gov study NCT06622811. IPD Sharing: YES. Countries: 1. Publications: 1.
Virtual Reality-enhanced Exercise and Education in Cardiac Rehabilitation
ClinicalTrials.gov study NCT03945201. IPD Sharing: YES. Countries: 1. Publications: 12.
Scenario-Driven Virtual Reality Game for Dementia Education Program
ClinicalTrials.gov study NCT07238439. IPD Sharing: NO. Countries: 1. Publications: 3.
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OpenNeuro
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