5/2/2023 0 Comments Colorcross universal![]() We hypothesize that the blending of both the virtual and physical can lead to improved learning motivation, engagement and enhance learning outcomes. This study explores the blending of a 360 degree video-case study with 3D-printed haptic manipulations to enhance learning of ICT systems analysis and design. ![]() Multiple representations support a variety of learning activities especially when students are learning new concepts or complex ideas. However, most studies isolate new technology rather than study the benefits of using them in combination. New technologies like 360 degree virtual reality videos and 3D printing are creating philosophical shifts in approaches to teaching and learning in the classroom. Through multidisciplinary analyzes and evaluations in this study, the possibility to provide not only the transition from the physical to the virtual, but also the transition from the virtual to the physical through transferring the data to the physical location, objects, or sensors is questioned. Apart from business value and high-tech aspects, Metaverse can include mystical, spiritual, and religious perspectives, as it is defined as a virtual and transitive structure in which we can exist by creating a duplicate of our existence in the physical world and its alternative. With the advent of Metaverse, the reality concepts are being redefined and highlighted by both businesses and academia. MR collides virtual data with natural objects, creating realistic physical and emotional interactions so that digital objects are positioned like natural objects in real environments and positioning takes place in real-time by aligning with real things. Virtual reality (VR) and augmented reality (AR) have caused significant excitement, but Mixed reality (MR) offers an authentic experience beyond what they have are imagined and it takes this exciting experience to the next level. Therefore, this scoping review contributes new understandings by providing valuable insight and potential research gaps into current immersive virtual reality clinical simulation, its relationship to stress and the education design models currently being utilised to develop these concepts. With most literature focusing on procedural performance and non-transferable education needs, there was a paucity of research that specifically investigated immersive virtual reality clinical simulation education and related stress. ![]() Application of the search strategy resulted in a hit total of 212 articles. ![]() A key term search strategy was employed with five themes identified and investigated: (1) Healthcare professionals, (2) Clinical simulation, (3) Immersive virtual reality, (4) Stress/anxiety and (5) Authentic learning design. ![]() A search of seven electronic database and grey literature was performed in accordance with the Joanna Briggs Institute methodology. In addition, the review will describe authentic immersive technology clinical simulation use and reported stress response measurements. The aim of this scoping review is to investigate the range and nature of evidence associated with immersive virtual reality clinical simulation and education design. Determining potential benefits, drawbacks (including related stress and anxiety) and affordances of immersive technology clinical simulation designs may help provide an understanding of its usefulness. However, with traditional clinical simulation stress and anxiety can both hinder performance and learning, yet it is unknown what nuances are applicable within a clinical virtual simulation environment. Advances in technology such as immersive virtual reality offer new opportunities to enhance traditional practice to an extent that may transform learning. Whilst clinical simulation is established as an effective education tool within the healthcare community, the inability to offer authentic educational learning environments remains problematic. ![]()
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