Interactive piano training using augmented reality and the Internet of Things

Chen, Yiqun

doi:10.1007/s10639-022-11443-4

Cited by 11 publications

(8 citation statements)

References 23 publications

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“…Hence, it is necessary to design an education program to improve tracheostomy-related knowledge and care skills of in-hospital healthcare providers [28–31] . Virtual reality (VR) simulations provide a controlled environment in which learners can navigate, manipulate, and interact with virtual objects and observe their effects in real time [32] . A recent study reported that game-based VR materials were effective in teaching suction skills for tracheostomies [33] .…”

Section: Introductionmentioning

confidence: 99%

“…[28][29][30][31] Virtual reality (VR) simulations provide a controlled environment in which learners can navigate, manipulate, and interact with virtual objects and observe their effects in real time. [32] A recent study reported that game-based VR materials were effective in teaching suction skills for tracheostomies. [33] Nevertheless, that study did not compare the effects of text-based training with those of VR-based training among healthcare providers.…”

Section: Introductionmentioning

confidence: 99%

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Immersive virtual reality (VR) training increases the self-efficacy of in-hospital healthcare providers and patient families regarding tracheostomy-related knowledge and care skills

et al. 2022

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Background: Virtual reality (VR)-based simulation in hospital settings facilitates the acquisition of skills without compromising patient safety. Despite regular text-based training, a baseline survey of randomly selected healthcare providers revealed deficiencies in their knowledge , confidence , comfort , and care skills regarding tracheostomy. This prospective pre–post study compared the effectiveness of regular text- and VR-based intervention modules in training healthcare providers ’ self-efficacy in tracheostomy care skills. Methods: Between January 2018 and January 2020, 60 healthcare providers, including physicians, nurses, and respiratory therapists, were enrolled. For the intervention, a newly developed head-mounted display (HMD) and web VR materials were implemented in training and clinical services. Subsequently, in-hospital healthcare providers were trained using either text or head-mounted display virtual reality (HMD-VR) materials in the regular and intervention modules, respectively. For tracheostomy care skills, preceptors directly audited the performance of trainees and provided feedback. Results: At baseline, the degree of trainees ’ agreement with the self-efficacy-related statements, including the aspects of familiarity, confidence , and anxiety about tracheostomy-related knowledge and care skills, were not different between the control and intervention groups. At follow-up stage, compared with the regular group, a higher percentage of intervention group ’ trainees reported that they are “strongly agree” or “somewhat agree” that the HMD-VR simulation increases their self-efficacy, including the aspects of familiarity and confidence , and reduced their anxiety about tracheostomy-related knowledge and care skills. After implementation, a higher degree of trainees ’ average satisfaction with VR-based training and VR materials was observed in the intervention group than in the regular group. Most reported that VR materials enabled accurate messaging and decreased anxiety. The increasing trend of the average written test and hands-on tracheostomy care skills scores among the intervention group trainees was significant compared to those in the regular group. The benefits of HMD-VR simulations and web-VR material-based clinical services for in-hospital healthcare providers and patient families p...

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Immersive virtual reality (VR) training increases the self-efficacy of in-hospital healthcare providers and patient families regarding tracheostomy-related knowledge and care skills

et al. 2022

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“…Compared with traditional instructional methods, the immersive capabilities of VR may promote more meaningful learning experiences. 16 High levels of sensory immersion, often created through a head-mounted display, have been described to enhance selfefficacy, clinical judgment, and student communication skills, while promoting an emotional response that approximates authentic patient interactions. 17,18 e VR environment highlights features of presence learning, which suggests that learning is enhanced when participants are fully engaged and deeply immersed in a virtual simulation.…”

Section: Review Of Literaturementioning

confidence: 99%

Virtual Reality Instructional Design in Orthopedic Physical Therapy Education: A Randomized Controlled Trial

Hartstein¹,

Zimney²,

Verkuyl³

et al. 2022

JOPTE

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Introduction. Effective clinical decisionmaking (CDM) skills are essential for physical therapist practice. e purpose of this study was to compare the effects of virtual reality (VR) patient simulation with those of a traditional standardized patient simulation on the CDM of student physical therapists (SPTs). Review of Literature. Authentic experiential learning opportunities are needed to promote CDM. e effects of VR simulation on the CDM of SPTs are unknown. Subjects. Fifty-nine first-year SPTs participated in this study.Methods. A randomized controlled trial compared the effects of VR with those of standardized patient simulation on several aspects of CDM in 59 first-year students after an upper extremity orthopedic unit. Perceived CDM abilities and metacognitive awareness were assessed before and after allocated instruction. Diagnostic accuracy and diagnostic efficiency were measured during instruction. Student engagement was assessed immediately after instruction and psychomotor skill was assessed 1 week later. Results. Statistically significant withingroup differences in CDM were noted after both VR and standardized patient instruction, but no between-group differences were found. Although effect sizes were considered large with either learning experience, the observed experimental effect was greater after a VR experience. No between-group differences were found between metacognitive awareness, diagnostic accuracy, or psychomotor skill assessment. Diagnostic efficiency was statistically significantly greater in the standardized patient condition, while engagement was significantly greater in the VR condition. Discussion and Conclusion. Measures of perceived CDM improved regardless of instructional method; however, the effect size was greater after VR. ese findings reveal 2 effective experiential learning options to promote CDM. ese results exemplify the normative trajectory of CDM development and recommendations for differentiated curricular instruction. Although resource intensive initially, VR technology appears capable of advancing CDM skills in an efficient manner that may minimize future cost and the faculty facilitation associated with standardized patient instruction.

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“…SALT is also endorsed by major organizations like the American College of Emergency Physicians 13,14 . Leaders in emergency medicine should consider promoting SALT triage as a uniform standard and support efforts to train the first responder workforce to mastery levels of performance through experiential learning 15,16 . While MCIs are currently low frequency, effective preparedness of those on the frontlines will result in high yields in the form of maximizing lives and limbs saved.…”

Section: Introductionmentioning

confidence: 99%

Implementation of a workshop for mass casualty incident triage training using an immersive virtual reality simulation

Kman,

McGrath,

Panchal

et al. 2024

AEM Education and Training

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ObjectiveWe offered a workshop at the 2023 annual meeting of the Society for Academic Emergency Medicine to teach the Sort–Assess–Lifesaving Interventions–Treatment/Transport (SALT) triage protocol for responding to mass casualty incidents (MCIs) using an immersive virtual reality (VR) simulator. Here, we report workshop outcomes.MethodsAfter a 1‐h didactic on the basics of triage protocols, workshop participants rotated through three skill stations at which learners learned how to use the VR headset and controllers, practiced applying SALT triage skills through a tabletop exercise, and then finally used our VR simulator for training responses to MCIs. During their encounter with VR, participants applied their new knowledge to triaging and treating the victims of an explosion in a virtual subway station. After a brief orientation, participants entered the scene to treat and triage virtual patients who had various life‐threatening (e.g., acute arterial bleed, penetrating injury, pneumothorax, amputations) and non–life‐threatening injuries (lacerations, sprains, hysteria, confusion). The simulator generated a performance report for each workshop attendee to be used for debriefing by a skilled facilitator.ResultsParticipants were mostly trainees (residents), all of whom properly initiated their encounter with global sort commands (walk and wave) to identify the most critically injured. On average, participants correctly treated 92% of 18 injuries, with all bleeding injuries being properly controlled (tourniquets or wound packing). On average, participants correctly tagged 87.7% of 11 patients, but only took the pulse of 67% of the 11 patients. Learners had difficulty with cases involving embedded shrapnel and properly tagging patients who were stable after treatments.ConclusionsOur VR simulator provided a practical, portable, reproducible training and assessment system for preparing future emergency medical systems (EMS) medical directors to teach their EMS professionals the triage and lifesaving intervention treatment skills needed to save lives.

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Interactive piano training using augmented reality and the Internet of Things

Cited by 11 publications

References 23 publications

Immersive virtual reality (VR) training increases the self-efficacy of in-hospital healthcare providers and patient families regarding tracheostomy-related knowledge and care skills

Immersive virtual reality (VR) training increases the self-efficacy of in-hospital healthcare providers and patient families regarding tracheostomy-related knowledge and care skills

Virtual Reality Instructional Design in Orthopedic Physical Therapy Education: A Randomized Controlled Trial

Implementation of a workshop for mass casualty incident triage training using an immersive virtual reality simulation

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