Search

Objectives: This study examines how confession (versus eyewitness) evidence and guilt status impacts mock defendants' plea decisions and perceptions of their probability of conviction (PoC) and the strength of evidence (SoE), key elements of the shadow-of-the-trial model. Methods: In a simulated mock-theft scenario, adult participants (n = 239) were randomly assigned to a guilt status (guilty/innocent) and evidence-type (confession/eyewitness) condition. They were offered a plea, and perceptions of PoC and SoE were measured. Results: As predicted, confession evidence led to higher rates of pleas than eyewitness evidence. Guilty participants were also more likely to accept the plea than innocent participants. However, evidence type did not impact perceptions of PoC or SoE, though guilt status did. Conclusions: Our findings empirically support the impact that confessions—true or false—and guilt status have on plea decision-making. We discuss implications of these results for the shadow-of-the-trial model and the cumulative-disadvantage framework. [ABSTRACT FROM AUTHOR]

Objective: To compare the effectiveness of technology‐enhanced learning (TEL) with traditional learning in prosthodontic education. Methods: The protocol was registered before commencement [CRD42023390277]. The search was conducted to identify randomized controlled trials (RCTs) focused on comparative assessment of TEL and traditional learning in prosthodontic education up to 6 June 2024. A comprehensive search strategy was formulated, encompassing multiple electronic databases. Screening, data extraction and risk of bias assessment using the Cochrane tool (RoB 2) were performed. Educational outcomes were evaluated by Kirkpatrick's four‐level evaluation model. Results: Of 2830 records identified, 14 RCTs were included. All the trials were judged at high risk of bias or had some concerns. The included studies assessed the short‐term benefits of various TEL approaches, including e‐learning, blended learning, video demonstration specialized self‐evaluation software and virtual reality simulation in prosthodontic education for undergraduates. Promising results were found in individual studies, particularly in terms of perceived learning conditions with problem‐based learning (PBL) and self‐reported understanding and confidence when using video demonstrations. Most studies reported comparable outcomes to traditional learning in practical skills assessments, while the results regarding the acquisition of theoretical knowledge through the incorporation of TEL approaches were contradictory. One study reported promising results in perceived learning conditions with the PBL approach, as well as improved self‐reported understanding and confidence with the use of video demonstrations. Furthermore, there was a limited number of studies assessing the effect of TEL approaches on students' behaviour. Conclusion: There is a lack of high‐quality evidence to support the adoption of TEL approaches in prosthodontics. However, the incorporation of virtual reality simulation has demonstrated promising results, particularly in improving practical clinical skills. [ABSTRACT FROM AUTHOR]

[Objective]In terms of the experimental teaching of magnetic particle testing in class, there are plenty of problems, such as difficulty or troubles in standardizing operational steps, inability to monitor in real time, as well as the high cost of outdated equipment, which have been widely observed. [Methods]To tackle these aforementioned issues, virtual reality technology has been used to simulate testing scenarios and equipment to a great extent and to conduct situational virtual simulation experimental teaching associated with magnetic particle testing. In addition, the design of a simulated experimental system for magnetic powder detection, which is based on Unity3D, has been widely proposed by authoritative experts in this field. Along with difficult programming languages like C#, functions, including experimental simulation, human-computer interaction, animation demonstration, checkpoint answering, and defect-level determination, have been realized instantly in reality. The above mentioned research objects are samples, which are more likely to include steel plates, metal alloys, and composite materials. This allows researchers to be fully immersed in the experimental scene and can restore the real testing environment to fully exploit the advantages of the virtual reality scenario. At the same time, theoretical knowledge can be integrated into practical applications, allowing tutors to select more appropriate scientific testing methods, better means, and advanced equipment based on an engineer's mindset or previously accumulated knowledge. This integration increases experimental complexity and deepens understanding of the experiment's objective, ultimately improving overall quality and expertise. The system provides a training method for dynamic simulation, which makes the teaching content richer and more flexible. The objective is to design the virtual experimental technology based on a multilevel and all-round experimental teaching system and curriculum. The system not only provides explanations of basic theoretical knowledge but also involves training of practical operational skills, forming a teaching mode combining theory and practice. [Results and Conclusions]Through multilevel and all-around teaching, students can not only master the basic principles and operational skills of nondestructive testing but also flexibly apply the knowledge learned in practical work to improve their professional quality and comprehensive ability. Meanwhile, the magnetic particle that can test a simulation experiment system, which is based on Unity3D, can also provide appropriate or correct support for the integration of nondestructive testing, which could test the simulation and digital information technology as well. In addition, the adoption of virtual reality technology can enhance the deep understanding of operational specifications and testing principles among experimental trainees, which greatly contributes to providing training methods for cultivating application-oriented technical talents with innovative ability, high fidelity, strong immersion, high safety, and dynamic simulation capabilities. [ABSTRACT FROM AUTHOR]

Copyright of Railway Standard Design is the property of Railway Standard Design Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper measures the accelerator, brake pedal, clutch, transmission device and steering wheel under different driving conditions in real-time and accurately on the simulation experiment platform. The goal is to conduct human-machine-road system interaction in a virtual simulation of human-vehicle-road systems. Fitting test data establishes the mathematical model of traffic control parameters. In terms of hardware, the distributed architecture of upper and lower computers is utilized. The system communicates point-to-point with the host computer through the RS-232 serial port. The system adopts multi-thread technology and serial communication technology. The simulation system of driving operation is designed with the visual central controller. The system takes 89S52 as the core. The slave program is written in C language. Then, the system establishes a multi-target coordinated obstacle avoidance method based on a multi-sensor information vehicle cooperation collision avoidance method. The multi-vehicle cooperation obstacle avoidance problem is transformed into an optimal control problem under multiple constraints. Simulation analysis shows that the velocity and displacement obtained by the multi-robot collaborative collision avoidance method are in good agreement with the measured values. Compared with the time series algorithm, the output accuracy of the proposed collaborative collision avoidance algorithm is significantly reduced, and the changes in velocity and displacement in the time domain are more stable. [ABSTRACT FROM AUTHOR]

Copyright of Biology Teaching is the property of East China Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the process of dense vehicles traveling fast, there will be mutual occlusion between vehicles, which will lead to the problem of deterioration of the tracking effect of different vehicles, so this paper proposes a research method of virtual simulation video vehicle target tracking based on you only look once (YOLO)v5s and deep simple online and realtime tracking (DeepSort). Given that the DeepSort algorithm is currently the most effective tracking method, this paper merges the YOLOv5 algorithm with the DeepSort algorithm. Then it adds the efficient channel attention networks (ECA-Net) focusing mechanism at the back for the cross-stage partial bottleneck with 3 convolutions (C3) modules about the YOLOv5 backbone network and before the up-sampling of the Neck feature pyramid. The YOLOv5 algorithm adopts expected intersection over union (EIOU) instead of complete intersection over union (CIOU) as the loss function of the target frame regression. The improved YOLOv5 algorithm is named YOLOv5-Block. The experimental results show that in the special vehicle target detection (TD) and tracking in the virtual simulation environment, The YOLOv5-Block algorithm has an average accuracy (AP) of 99.5%, which significantly improves the target recognition correctness for typical occlusion cases, and is 1.48 times better than the baseline algorithm. After the virtual simulation video sequence test, multiple objects tracking accuracy (MOTA) and various objects tracking precision (MOTP) improved by 10.7 and 1.75 percentage points, respectively, and the number of vehicle target identity document (ID) switches decreased. Compared with recent mainstream vehicle detection and tracking models, the YOLOv5-Block+Deepsort algorithm can accurately and continuously complete the detection and tracking tasks of special vehicle targets in different scenes. [ABSTRACT FROM AUTHOR]

Novice nurses often report a disconnect between textbook knowledge and realworld practice which damages their confidence in providing clinical care to patients. Nursing students indeed encounter numerous challenges in clinical environments such as inadequate resources and a gap between learning theory and clinical practice. To close the academic-practice gap and to ensure nursing students are equipped with sufficient clinical skills to perform tasks in their future career, virtual simulation can be used for students to experience clinical cases. In addition to the virtual simulation environment itself, appropriate pedagogies are also needed for them to explore simulated clinical tasks and apply what they have learned. Problem-based learning (PBL) is one pedagogy well-suited to this purpose. To increase the effectiveness of PBL in fostering student nurses' self-efficacy and problem-solving skills, this study proposes integrating computational thinking (CT) into PBL in concert with the virtual dissection table, as CT is viewed as a problem-solving skill. Informed by CT, nursing students organize and synthesize the acquired knowledge, applying it to solve clinical problems and provide nursing care in clinical practice more effectively with the skills developed. The results reveal no significant differences in learning achievement, but both problem solving skills and confidence increase for students empowered by CT concepts. [ABSTRACT FROM AUTHOR]

Background: Screen-based simulation is a cost-effective educational modality that allows nursing students to comfortably acquire new skills as they become accustomed to digital environments. The aim of this study is to evaluate the effectiveness of a screen-based simulation tool in enhancing knowledge and skills related to medication administration and dosage calculation in nursing students. Methods: This multicenter, single-blind, stratified, randomized controlled trial initially enrolled 480 nursing students. The 351 students eligibles were randomly allocated to two groups. Using a screen-based simulation tool (SIMDOSE®), the intervention group was trained in drug administration and dosage calculation through four perfusion clinical cases. The control group underwent the same training content using the paper-and-pencil method. knowledge and skills acquisition, Students' satisfaction, self-confidence and anxiety were analyzed using Jamovi software (version 2.3.18). Results: 4 out of 5 main variables examined were significantly different, specifically in dosage calculation, where the simulation group excelled both in the knowledge post-test (post – pre = 1.00 (20%); p = 0.004) and in the objective structured clinical examination (p = 0.013). The intervention group reported higher levels of satisfaction and self-confidence than the control group (p < 0.001). Their moderate anxiety levels didn't differ significantly (0.161). Conclusion: The SIMDOSE® platform can be used as a supplementary teaching method of dosage calculation for nursing students. Screen-based simulation has benefits that nurse educators should be aware of, such as being a key to more satisfied and confident students. Trial registration: This Moroccan clinical trial was prospectively registered (16/05/2023) in the Pan African Clinical Trial Registry (pactr.samrc.ac.za) with trial registration number PACTR202305505743210. [ABSTRACT FROM AUTHOR]

This paper addresses the deficiencies in the current chemical engineering talent training system by leveraging virtual simulation technology. Guided by the principles of "integration of virtual and real, mutual enhancement, and practicality over mere simulation", we propose the establishment of an "open" and "one-stop" threetiered experimental practice platform encompassing "professional teaching, scientific research, and employment practice". This platform aims to provide a blend of theoretical knowledge and practical application through virtual resources, thereby enhancing the effectiveness of simulation-based teaching, boosting comprehensive practical skills, and cultivating versatile application-oriented talents in chemistry and chemical engineering. [ABSTRACT FROM AUTHOR]

Automated vehicles equipped with adaptive cruise control systems (ACC-AVs) are prevalent and the ensuing issue is the feasibility of ACC-AVs' operation on the roads. This study investigates the feasibility of road horizontal curve designs for ACC-AVs from a vehicle dynamics perspective. Following the scenario generation framework, we created and tested several scenarios featuring horizontal geometric elements and design speeds, conducting a safety evaluation based on the critical adhesion coefficient, lateral acceleration, lateral-load transfer rate, together with driving comfort indicators. Results indicate that ACC-AV can navigate on road curves designed with a common minimum radius (Rmin_com) effectively at speeds over 60 km/h , comparable to conventional vehicles. However, both Rmin_com and limited minimum radius (Rmin_lim) designs show limitations. Additionally, the feasible radius ranges for ACC-AV reveal the capability to safely handle sharper curves and maintain higher speeds, suggesting potential for adaptable road design in complex environments. Finally, minimum radius ranges were summarized for ACC-AV safe and comfortable operation on road curves, unveiling the potential risks and reminding designers in curve design controls for ACC-AVs. [ABSTRACT FROM AUTHOR]

The present study examined the relationships among perceived teacher's autonomy support, four motivational regulations (external, introjected, identified, intrinsic), and four social-emotional outcomes (self-efficacy, resilience, test anxiety, and perceived stress). A total of 130 primary students aged between 10 and 11 (M = 10.36; SD = 0.48) were recruited in Singapore. In particular, the mediating effects of four motivational regulations in the relationship between teacher's autonomy support and social-emotional outcomes were tested using bootstrapping method. Results of the study indicated that external regulation and intrinsic motivation were two mediators between teacher's autonomy support and test anxiety. Surprisingly, introjected regulation was positively associated with test anxiety and perceived stress and functioned as a significant mediator between teacher's autonomy support and test anxiety and perceived stress. Teacher's autonomy support may serve as a potential approach to develop students' positive social-emotional outcomes such as self-efficacy and resilience while reduce negative social-emotional influences such as test anxiety and stress through activating students' motivational resources. The present study provides novel insights into the relationships between SDT and four social-emotional outcomes by considering the four types of motivational regulation as mediators to investigate the effects of perceived teacher's autonomy support on students' SEL-related outcomes. [ABSTRACT FROM AUTHOR]

Purpose: Preventive ergonomics is essential to protecting the health and safety of workers as is recognizing human variability. The purpose of this paper is to describe a Unity-based application designed for three-dimensional postural analysis and visualizations using motion capture data. Integration with virtual reality (VR) technologies allows the user to be immersed in the simulated working environment without the need for a physical prototype. The proposed application aims to facilitate the application of ergonomic principles in workplace design and assessment for a proactive, participatory and inclusive approach to worker well-being. Design/methodology/approach: The authors developed an application that leverages motion capturing techniques and VR technologies and aims to support the analysts in the ergonomic assessment of physical prototypes as well as future workplaces. An innovative postural prediction module helps the analyst understanding what postures different users are likely to assume in the interaction with the workplace from a single data record. Findings: The functionalities of the proposed application are illustrated on some case studies, presenting how different information is made available and can support workplace analysts and designers in an industrial context. Originality/value: This paper provides insights into the experience and research carried out by an automotive company in the application of wearable sensors and VR to support a proactive and participatory approach to workplace ergonomics. [ABSTRACT FROM AUTHOR]

Objective: The use of virtual simulation in nursing education is an effective approach for improving nursing critical thinking and self-learning abilities, but the previous studies were limited to providing the required evidence that supports the association. This study aimed to assess the relationship between virtual simulation and critical thinking disposition and self-directed learning abilities among nursing students. Methods: This is a descriptive correlational, non-experimental study. It was conducted among 201 third- and fourth-year nursing students at the Academic Institution, Saudi Arabia. A non-probability convenience sampling technique was used to select the participants; then, an online, adapted questionnaire was sent to the participants, the data from which was analyzed by SPSS. Results: The study findings showed that virtual simulation benefited nursing students. Most participants (56%) agreed that it helped them to think critically, and approximately 27% strongly agreed. It also enhanced their self-directed learning abilities, and the majority of the students agreed that they often review the way nursing practice is conducted. Furthermore, the results showed a significant, positive relationship between virtual simulation and the critical thinking disposition of nursing students (p-value = 0.03; correlation coefficient = 0.65), a strong positive relationship with self-directed learning abilities of nursing students (p-value = 0.004; correlation coefficient = 0.78), and a strong positive relationship between critical thinking disposition with self-directed learning abilities of nursing students (p-value = 0.01; correlation coefficient = 0.72). Conclusion: There are significant relationships between virtual simulation and the critical thinking disposition and self-directed learning abilities of nursing students. Furthermore, virtual simulation made the students practice critical thinking and self-learning, so, they simulate events and try to seek out and solve the problems. [ABSTRACT FROM AUTHOR]

[Objective] Vocational college laboratories play a pivotal role in practical teaching, scientific research, and social services, showcasing their educational strength. As China's vocational education enters a new stage of quality improvement, value enhancement, and empowerment development, virtual simulation courses have become essential. These courses integrate cutting-edge information technology with education, significantly improving experimental teaching quality and promoting the coordinated development of colleges and universities. This study aims to understand and summarize the initiatives, characteristics, and achievements of model virtual simulation training bases in talent cultivation across different regions, disciplines, and fields. It seeks to identify constraints and propose effective measures to improve experimental teaching quality and promote coordinated development in vocational colleges. It also seeks to provide insights for developing smart manufacturing virtual simulation training bases in vocational colleges in the modern era. [Methods] This research employs several methods, such as literature review, data statistics, field interviews, and typical case studies. It examines 68 "Typical Cases of Cultivation Projects for Demonstrative Virtual Simulation Training Bases in Vocational Education 2022," released by the Higher Education Scientific Research and Development Center of the Ministry of Education in 2023. The basic data sources include school websites, online resources, and literature research. The study systematically reviews the construction and application of the training base cultivation projects, analyzing their educational level, geographic distribution, and the disciplines and professions they cover, along with representative teaching or "product" cases. [Results] The study identifies several challenges, such as the lack of systematic design, insufficient breadth and depth of resource development, and the failure to fully integrate these resources into talent cultivation plans, curriculum standards, and teaching designs. There is also excessive reliance on enterprise development leading to severe homogenization and limiting the ability of schools to cultivate industry-leading talents. Since the release of the "Construction Guidelines for Demonstrative Virtual Simulation Training Bases in Vocational Education" by the Science and Technology Development Center of the Ministry of Education in September 2021, 215 vocational education demonstrative virtual simulation training base cultivation projects have been actively developed. These projects align with the actual needs of talent cultivation in institutions and the development needs of regional economies and industries, resulting in notable achievements that serve enterprise talent needs and contribute to high-quality economic and social development. The study summarizes successful initiatives and characteristics of vocational education demonstrative virtual simulation training bases in talent cultivation across different regions, disciplines, and fields, analyzing the factors constraining the effectiveness of "experimental teaching for talent cultivation." It offers recommendations such as defining clear training objectives, encouraging interdisciplinary learning and collaboration, and establishing a comprehensive education, training, and research multiassessment system. [Conclusions] The construction of these training bases meets the needs of vocational education and national industrial transformation and development, ensuring that resources align with actual job skills and standards. This approach promotes a talent cultivation model that matches industry needs, encourages the integrated development of professional clusters, and facilitates international cooperation and exchanges. The project aims to generate spillover, demonstration, or platform effects, enabling vocational colleges to share and benefit from these development achievements beyond the project scope. [ABSTRACT FROM AUTHOR]

Abstract Background Screen-based simulation is a cost-effective educational modality that allows nursing students to comfortably acquire new skills as they become accustomed to digital environments. The aim of this study is to evaluate the effectiveness of a screen-based simulation tool in enhancing knowledge and skills related to medication administration and dosage calculation in nursing students. Methods This multicenter, single-blind, stratified, randomized controlled trial initially enrolled 480 nursing students. The 351 students eligibles were randomly allocated to two groups. Using a screen-based simulation tool (SIMDOSE®), the intervention group was trained in drug administration and dosage calculation through four perfusion clinical cases. The control group underwent the same training content using the paper-and-pencil method. knowledge and skills acquisition, Students’ satisfaction, self-confidence and anxiety were analyzed using Jamovi software (version 2.3.18). Results 4 out of 5 main variables examined were significantly different, specifically in dosage calculation, where the simulation group excelled both in the knowledge post-test (post – pre = 1.00 (20%); p = 0.004) and in the objective structured clinical examination (p = 0.013). The intervention group reported higher levels of satisfaction and self-confidence than the control group (p

GASMAN software, a simulation tool for inhalational anesthetics' pharmacokinetics and pharmacodynamics, has become essential in both anesthesia education and clinical practice. This review explores its applications, highlighting its effectiveness in enhancing medical education and its impact on clinical anesthesia management. In educational settings, GASMAN software facilitates a deeper understanding of anesthetic pharmacology through interactive and visual simulations, thereby improving students' learning outcomes and engagement. Clinically, it aids anesthesiologists in optimizing anesthetic dosing, enhancing patient safety, and supporting real-time decision-making during surgeries. Despite its advantages, GASMAN software faces limitations such as the absence of physiological feedback and the need for continuous data model updates. Future directions include technical enhancements, integration with advanced patient simulators, and broader dissemination through educational partnerships. This review emphasizes the significant contributions of GASMAN software to anesthesia education and clinical practice and suggests pathways for future improvements and wider adoption. [ABSTRACT FROM AUTHOR]

Preparing preservice teachers (PSTs) to be able to notice, interpret, respond to and orchestrate student ideas—the core practices of responsive teaching—is a key goal for contemporary science and mathematics teacher education. This mixed‐methods study, employing a virtual reality (VR)‐supported simulation integrated with artificial intelligence (AI)‐powered virtual students, explored the frequent patterns of PSTs' talk moves as they attempted to orchestrate a responsive discussion, as well as the affordances and challenges of leveraging AI‐supported virtual simulation to enhance PSTs' responsive teaching skills. Sequential analysis of the talk moves of both PSTs (n = 24) and virtual students indicated that although PSTs did employ responsive talk moves, they encountered difficulties in transitioning from the authoritative, teacher‐centred teaching approach to a responsive way of teaching. The qualitative analysis with triangulated dialogue transcripts, observational field notes and semi‐structured interviews revealed participants' engagement in (1) orchestrating discussion by leveraging the design features of AI‐supported simulation, (2) iterative rehearsals through naturalistic and contextualized interactions and (3) exploring realism and boundaries in AI‐powered virtual students. The study findings provide insights into the potential of leveraging AI‐supported virtual simulation to improve PSTs' responsive teaching skills. The study also underscores the need for PSTs to engage in well‐designed pedagogical practices with adaptive and in situ support. Practitioner notes What is already known about this topic Developing the teaching capacity of responsive teaching is an important goal for preservice teacher (PST) education. PSTs need systematic opportunities to build fluency in this approach. Virtual simulations can provide PSTs with the opportunities to practice interactive teaching and have been shown to improve their teaching skills. Artificial intelligence (AI)‐powered virtual students can be integrated into virtual simulations to enable interactive and authentic practice of teaching. What this paper adds AI‐supported simulation has the potential to support PSTs' responsive teaching skills. While PSTs enact responsive teaching talk moves, they struggle to enact those talk moves in challenging teaching scenarios due to limited epistemic and pedagogical resources. AI‐supported simulation affords iterative and contextualized opportunities for PSTs to practice responsive teaching talk moves; it challenges teachers to analyse student discourse and respond in real time. Implications for practice and/or policy PSTs should build a teaching repertoire with both basic and advanced responsive talk moves. The learning module should adapt to PSTs' prior experience and provide PSTs with in situ learning support to navigate challenging teaching scenarios. Integrating interaction features and AI‐based virtual students into the simulation can facilitate PSTs' active participation. What is already known about this topic Developing the teaching capacity of responsive teaching is an important goal for preservice teacher (PST) education. PSTs need systematic opportunities to build fluency in this approach. Virtual simulations can provide PSTs with the opportunities to practice interactive teaching and have been shown to improve their teaching skills. Artificial intelligence (AI)‐powered virtual students can be integrated into virtual simulations to enable interactive and authentic practice of teaching. What this paper adds AI‐supported simulation has the potential to support PSTs' responsive teaching skills. While PSTs enact responsive teaching talk moves, they struggle to enact those talk moves in challenging teaching scenarios due to limited epistemic and pedagogical resources. AI‐supported simulation affords iterative and contextualized opportunities for PSTs to practice responsive teaching talk moves; it challenges teachers to analyse student discourse and respond in real time. Implications for practice and/or policy PSTs should build a teaching repertoire with both basic and advanced responsive talk moves. The learning module should adapt to PSTs' prior experience and provide PSTs with in situ learning support to navigate challenging teaching scenarios. Integrating interaction features and AI‐based virtual students into the simulation can facilitate PSTs' active participation. [ABSTRACT FROM AUTHOR]

The development mode of transportation infrastructure construction has shifted from pursuing speed and scale to prioritizing quality and efficiency. As a result, there has been an increasing demand for fine-tuning and adapting the tunnel lighting environment, which should prioritize the safety and comfort of drivers. Based on tunnel lighting theory and driving behavior researches, eight indicators that affect driver safety and comfort were selected to establish a driving safety and comfort evaluation system. Indoor simulation was conducted through tunnel driving simulation environment and hardware facilities. A virtual simulation model of the tunnel was established using UC-win／Road software, and data corresponding to the eight indicators were obtained through driving simulators and physiological instruments. Then the entropy method was used to determine the weights of the indicators, and the driving safety and comfort in the tunnel under different lighting brightness and color temperature environments were evaluated. The target value of brightness and color temperature in the tunnel were obtained with the goal of achieving the optimal value of driver safety and comfort. The experimental results confirm the effectiveness of the driver safety and comfort evaluation system, propose an improved tunnel lighting scheme, and provide reference for tunnel operators. [ABSTRACT FROM AUTHOR]

As industrial informatization progresses, virtual simulation technologies are increasingly demonstrating their potential in industrial applications. These systems utilize various sensors to capture real-time factory data, which are then transmitted to servers via communication interfaces to construct corresponding digital models. This integration facilitates tasks such as monitoring and prediction, enabling more accurate and convenient production scheduling and forecasting. This is particularly significant for flexible or mixed-flow production modes. Bionic optimization algorithms have demonstrated strong performance in factory scheduling and operations. Centered around these algorithms, researchers have explored various strategies to enhance efficiency and optimize processes within manufacturing environments.This study introduces an efficient migratory bird optimization algorithm designed to address production scheduling challenges in an assembly shop with mold quantity constraints. The research aims to minimize the maximum completion time in a batch flow mixed assembly flow shop scheduling problem, incorporating variable batch partitioning strategies. A tailored virtual simulation framework supports this objective. The algorithm employs a two-stage encoding mechanism for batch partitioning and sequencing, adapted to the unique constraints of each production stage. To enhance the search performance of the neighborhood structure, the study identifies and analyzes optimization strategies for batch partitioning and sequencing, and incorporates an adaptive neighborhood structure adjustment strategy. A competition mechanism is also designed to enhance the algorithm's optimization efficiency. Simulation experiments of varying scales demonstrate the effectiveness of the variable batch partitioning strategy, showing a 5–6% improvement over equal batch strategies. Results across different scales and parameters confirm the robustness of the algorithm. [ABSTRACT FROM AUTHOR]

Copyright of Journal of South China University of Technology (Natural Science Edition) is the property of South China University of Technology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of autonomous mobile robot navigation is to construct the optimal defended path. In order to ameliorate the accuracy of real time cleaning activity of the mobile robot path planning a rapidly exploring random tree (RRT) algorithm was widely used in larger space environment. This research present the real time cleaning obstacle avoidance in the movement of path using expert system based decision model on machine learning algorithm. Movable robots require a data source, a way to analyze that data, and a way to behave in response to an environment that is changing. The ability to detect and adjust to an unknown situation requires a robust cognitive system. A mobile robot is designed and analysed, which will be autonomously navigated using the RRT navigation algorithm and this will be virtually simulated in a virtual robot experimentation platform. The mobile robot that is designed is tested for its stability. The fuzzy logic analysis is used to predict the mobile robot acceleration and which terrain is most suitable for the robot. Finally using the K-nearest neighbour technique with the labelled accelerometer mobile robot data for velocity prediction. Simulation results decorate the performance of the proposed RRT control system. The duration of travel required for the robot to achieve its objective is calculated, and the findings indicate that operating the robot at 60% of its maximum velocity results is the ideal balance between cleaning effectiveness and time taken. [ABSTRACT FROM AUTHOR]

Copyright of Chinese Medical Equipment Journal is the property of Chinese Medical Equipment Journal Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In addressing the high costs, inefficiencies, and limitations of purely digital simulations in maritime trials for unmanned vessel path planning, this paper introduces a ship virtual path planning simulation test system. This system, unbound by temporal and spatial constraints, vividly showcases the navigational performance of vessels. After analyzing the virtual testing requirements for the autonomous navigation performance of unmanned surface vehicles (USVs), we established the overall framework of this system. Data-driven by a numerical simulation platform, the system achieves synchronized operation between physical and virtual platforms and supports interactive path planning simulations between USVs and the virtual testing system. Furthermore, to address the limitations of traditional ship trajectory planning evaluation, this paper develops a global path planning fitness evaluation function that comprehensively considers trajectory safety, navigation distance, and vessel stability, achieving optimal comprehensive routes through the particle swarm optimization algorithm. Test results indicate an average roll reduction of 14.31% in the planned routes, with a slight increase in navigation distance. By integrating two-dimensional curve simulation with three-dimensional visualization, this paper not only overcomes the limitations of purely physical and purely virtual simulations but also enhances the overall credibility and intuitiveness of the simulation. Experimental results validate the system's effectiveness, providing a novel method for autonomous navigation testing and evaluation of USVs. [ABSTRACT FROM AUTHOR]

Motion capture is an important technology in the field of virtual reality, which collects and analyzes human movements through various sensors and cameras, and converts them into digital data for computer processing and application. The development of motion capture technology has greatly promoted the development of technologies such as virtual reality, augmented reality, and human-computer interaction. It applies motion capture technology to the field of sports training, develops a virtual simulation training system, uses computer simulation to create a three-dimensional virtual world, and experiences it in virtual scenes through human body sensations, breaking away from relying solely on personal experience and entering a scientific and intelligent training era. This article is based on motion capture technology and designs a virtual simulation training system. The core work includes virtual reality perception interaction model, functional case design, and actual acquisition of martial arts difficult action image targets. Optical motion capture accuracy testing is also conducted. The research results provide a complete solution for virtual simulation training systems. [ABSTRACT FROM AUTHOR]

This paper examines the utility of virtual simulation as an inclusive learning activity. Using a framework derived from literature, the Virtual Simulated International Placements (VSIP) were developed, and we explored the experiences of learners and facilitators to identify the pedagogical practices that they adopted during the learning activities with an approach inspired by phenomenography. Data from focus groups with 6 learners and 6 facilitators who participated in the VSIP were analysed along with 64 survey responses from learner participants. The findings of the study indicate there were three key concepts of the virtual simulation which supported inclusive learning environments. Overall, the participants' reflections indicated that the VSIP offered an accessible and usable way to engage in international placements that supported a personalised learning journey. Finally, the findings suggested VSIP should incorporate a diverse range of perspectives, backgrounds, and experiences to create and promote an inclusive learning environment. Further research can explore if these activities create a greater acceptance of different peoples' perspectives and cultures as well as impact stereotypes and biases. In addition, key concepts that made this teaching and learning activity inclusive could aid future investigation into how and why virtual simulations can be inclusive. [ABSTRACT FROM AUTHOR]

Aim: This scoping review aimed to compile and evaluate clinical trials investigating digital applications in prosthetic diagnostics and treatment planning by assessing their clinical relevance and future potential. Methods: Following the PCC‐framework for scoping reviews and combining the source of analysis (Population/P: "prosthodontics"), the technique of interest (Concept/C: "digital application") and the field of interest (Context/C: "diagnostics"), a three‐pronged search strategy was applied in the database PubMed and Web of Science. Clinical trials (≥10 study participants, English/German) were considered until 2023‐03‐09. Reporting adhered to the PRISMA‐ScR statement. Results: The search identified 520 titles, of which 18 full‐texts met the inclusion criteria for data extraction. The trials involved a total of 14,457 study participants and were mapped for prosthetic subdisciplines: fixed (n = 9; 50%) and removable (n = 4; 22%) prosthodontics, reconstructive dentistry in general (n = 3; 17%), and temporo‐mandibular joint disorders (n = 2; 11%). Data merging of medical format files, as DICOM+STL, was the dominant digital application (n = 7; 39%); and virtual treatment simulation using digital smile design or digital wax‐up represented the most frequent prosthetic diagnostics (n = 6; 33%). Conclusion: This scoping review identified a relatively low number of clinical trials. The future potential of digital diagnostics appears to be mostly related to the subdiscipline of fixed prosthodontics, especially regarding virtual treatment simulation for communication with the patient and among dental professionals. Artificial intelligence emerged as a key technology in many of the identified studies. Further research in this area is needed to explore the capabilities of digital technologies in prosthetic diagnostics and treatment planning. [ABSTRACT FROM AUTHOR]

Background: Virtual simulators are increasingly being introduced in dental education. This study investigates whether virtual simulators offer comparable or superior educational efficacy when compared to traditional phantom simulators. Materials and Methods: Participants were randomly allocated into groups: Virtual Preparation (SIM; n = 30) and Traditional Preparation (FRA; n = 30). Students were tasked with preparing tooth 36 for a full-cast crown during free practice for four days. Faculty staff provided feedback to both groups. Examinations were administered and graded by three examiners (preclinical and clinical consultants and a dental surgery consultant). Additionally, a survey was conducted to assess each training concept. Results: The FRA group achieved significantly better grades in the preparation exam evaluations by all three examiners, compared to the SIM group. Interrater reliability showed only moderate agreement, with the clinical examiner giving better grades than the other two. The questionnaire results indicate that while participants managed with the virtual system, they preferred the analog system for exams and patient preparation. Conclusion: Virtual simulators do not seem to be as good when it comes to practicing for a preparation exam or clinical preparation, especially for unexperienced students. However, they still appear to be useful as an additional tool for introducing students to the topic of preparation. [ABSTRACT FROM AUTHOR]

Copyright of Automobile Technology & Material is the property of Automobile Technology & Material Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Experimental Technology & Management is the property of Experimental Technology & Management Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Experimental Technology & Management is the property of Experimental Technology & Management Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In hospitality management education, diminishing interest in food safety and sanitation education poses challenges compounded by limited awareness of its importance. An immersive learning platform with virtual simulation environments for food safety and sanitation education was developed and integrated into a foodservice management course on a Bachelor of Science in Hospitality Management curriculum. This paper describes the development and implementation of the immersive learning platform, highlighting its positive impact on learning outcomes to date. The paper underscores the practical use of immersive technology in food safety and sanitation education and suggests avenues for further research to optimize student learning and engagement. [ABSTRACT FROM AUTHOR]

• Shortage in clinical sites affects students' and new graduates' clinical competence. • Virtual and immersive experiences' impact on students' clinical competence varies depending on the nature of virtual and online platforms and how they are used. • Schools and facilities can use technology to improve clinical competence. The impact of clinical site limitations on the categories of clinical competencies among prelicensure nursing students (PNSs) is not clear. To describe the perceived clinical preparedness of PNSs who experience alterations in their training. Forty-four PNSs were surveyed using the Clinical Competence Questionnaire (CCQ). CCQ measures four categories of nursing competencies: (a) professional behaviors (PB), (b) general performance (GP), (c) core skills (CS), and (d) advanced skills (ANS). Most students (89%) reported feeling unprepared to enter practice or reenter clinical settings. The average overall perceived competence score was 169 (SD = 22, 128-212). The averages for PB, GP, CS, and AS were low. Students' CS and AS scores were significantly and negatively correlated with the number of altered courses (r = −.38 , p =.008 ; r = −.35, p =. 018 respectively), and students' GP scores were significantly, and inversely, associated with the number of missed clinical days (r = −.32, p =.03). Students who experience alterations feel unprepared to transition to practice. The findings can guide the training needed for PNSs before reentering clinical rotations or upon joining the workforce. [ABSTRACT FROM AUTHOR]

Introduction: Human error is one of the leading causes of medical error. It is estimated that human error leads to between 250,000 and 440,000 deaths each year. Medical simulation has been shown to improve the skills and confidence of clinicians and reduce medical errors. Surgical simulation is critical for training surgeons in complicated procedures and can be particularly effective in skill retention. Methods: The interactive Medical Simulation Toolkit (iMSTK) is an open source platform with position-based dynamics, continuous collision detection, smooth particle hydrodynamics, integrated haptics, and compatibility with Unity and Unreal, among others. iMSTK provides a wide range of real-time simulation capabilities with a flexible open-source license (Apache 2.0) that encourages adoption across the research and commercial simulation communities. iMSTK uses extended position-based dynamics and an established collision and constraint implementations to model biological tissues and their interactions with medical tools and other tissues. Results: The platform demonstrates performance, that is, compatible with realtime simulation that incorporates both visualization and haptics. iMSTK has been used in a variety of virtual simulations, including for laparoscopic hiatal hernia surgery, laparoscopic cholecystectomy, osteotomy procedures, and kidney biopsy procedures. Discussion: iMSTK currently supports building simulations for a wide range of surgical scenarios. Future work includes expanding Unity support to make it easier to use and improving the speed of the computation to allow for larger scenes and finer meshes for larger surgical procedures. [ABSTRACT FROM AUTHOR]

The application of robotics technology in the medical field can effectively improve the accuracy of surgical operations. However, there is a challenge of movement inconsistency between the end of the laparoscope arm and the surgeon's hand, as well as the leverage of instruments amplifying the physiological jitter of the surgeon's hand, which can result in the jitter problem on the slave manipulator and reduce the operating accuracy of the surgical robot. To solve the problem, the Savitzky-Golay filter was used to optimize the trajectory of the master manipulator based on the master-slave mapping method, which was done to eliminate the influence of the physiological jitter. Comparative experiments with other methods were performed to demonstrate the effectiveness of this method. A virtual surgical simulation system and an experimental prototype were proposed to verify the method. The results showed that the method effectively reduced the influence of physiological jitter on master-slave motion control. [ABSTRACT FROM AUTHOR]

Copyright of Acta Scientiarum Naturalium Universitatis Sunyatseni / Zhongshan Daxue Xuebao is the property of Sun-Yat-Sen University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Modern Educational Technology is the property of Editorial Board of Modern Educational Technology, Tsinghua University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Experimental Technology & Management is the property of Experimental Technology & Management Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background and objectives: The immersive virtual reality (VR) simulator is advantageous because it is cost-effective, realistic, can be controlled directly by the user, and can be integrated into education and training in otorhinolaryngology. The present study explored the feasibility of incorporating VR pure-tone audiometry (PTA) into an audiologist training curriculum, and assessed audiology experts’ willingness to use a VR PTA. Materials and methods: A total of 31 audiologists (16 skilled audiologists and 15 undergraduate students) participated in the study, using a developed VR PTA application with a Meta Quest 2 device. A digital twin technique was applied for a realistic environment. The study measured key components of the VR system and behavioral intention to use VR PTA and traditional PTA using a modified version of the Technology Acceptance Model survey. The survey outcomes for VR PTA and the traditional PTA were compared, using a paired t-test and W test. Results: The general characteristics of the participants were homogeneous. In the homogeneity test, no statistically significant differences were found between the ratings of VR PTA and traditional PTA. The comparison between VR PTA and traditional PTA revealed no significant differences between skilled audiologists and undergraduate students for all variables. Conclusions: The VR PTA and traditional PTA had no differences in of VR system characteristics and behavioral intention to use. The efficacy of the VR PTA was validated, and previous experience with traditional PTA was not affected by adopting VR PTA. Further studies are needed to assess performance enhancements in audiological testing through VR simulation.

Objective The use of virtual simulation in nursing education is an effective approach for improving nursing critical thinking and self-learning abilities, but the previous studies were limited to providing the required evidence that supports the association. This study aimed to assess the relationship between virtual simulation and critical thinking disposition and self-directed learning abilities among nursing students. Methods This is a descriptive correlational, non-experimental study. It was conducted among 201 third- and fourth-year nursing students at the Academic Institution, Saudi Arabia. A non-probability convenience sampling technique was used to select the participants; then, an online, adapted questionnaire was sent to the participants, the data from which was analyzed by SPSS. Results The study findings showed that virtual simulation benefited nursing students. Most participants (56%) agreed that it helped them to think critically, and approximately 27% strongly agreed. It also enhanced their self-directed learning abilities, and the majority of the students agreed that they often review the way nursing practice is conducted. Furthermore, the results showed a significant, positive relationship between virtual simulation and the critical thinking disposition of nursing students (p-value = 0.03; correlation coefficient = 0.65), a strong positive relationship with self-directed learning abilities of nursing students (p-value = 0.004; correlation coefficient = 0.78), and a strong positive relationship between critical thinking disposition with self-directed learning abilities of nursing students (p-value = 0.01; correlation coefficient = 0.72). Conclusion There are significant relationships between virtual simulation and the critical thinking disposition and self-directed learning abilities of nursing students. Furthermore, virtual simulation made the students practice critical thinking and self-learning, so, they simulate events and try to seek out and solve the problems.