User experience design in virtual reality medical training application

Sattar, Mian Usman; Palaniappan, Sellappan; Lokman, Asiah; Shah, Nauman; Riaz, Zurabia; Khalid, Usman

doi:10.5455/jpma.22992

Cited by 3 publications

(4 citation statements)

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“…From the 92 published studies, VS was reported to be applied in the educational practice involving undergraduate medical students across 25 countries including the United States [26 studies ( 15 – 40 )], the United Kingdom [9 studies ( 41 – 49 )], Germany [7 studies ( 50 – 56 )], China [6 studies ( 10 , 57 – 61 )], Denmark [6 studies ( 62 – 67 )], France [4 studies ( 68 – 71 )], Japan [4 studies ( 72 – 75 )], Sweden [3 studies ( 76 – 78 )], Canada [3 studies ( 79 – 81 )], Netherlands [3 studies ( 82 – 84 )], Spain [3 studies ( 85 – 87 )], Australia [2 studies ( 88 , 89 )], Singapore [2 studies ( 90 , 91 )], Korea [2 studies ( 92 , 93 )], Finland [1 study ( 94 )], Italy [1 study ( 95 )], Ireland [1 study ( 96 )], Colombia [1 study ( 97 )], Pakistan [1 study ( 98 )], Thailand [1 study ( 99 )], Iran [1 study ( 100 )], Poland [1 study ( 101 )], Mexico [1 study ( 102 )], Norway [1 study ( 103 )], Saudi Arabia [1 study ( 104 )], and Switzerland [1 study ( 105 )]. The distribution of included studies among different continents was shown in Figure 1 .…”

Section: Resultsmentioning

confidence: 99%

“…Of the included 92 papers, 38% (35 paper) reported the integration of VS in surgical training for medical undergraduates, among which 12 studies focused on the instructional application of virtual endoscopic [including laparoscopic ( 31 , 36 , 37 , 56 , 73 , 76 , 78 , 98 ), arthroscopic ( 26 , 47 , 48 ), and otoscopic ( 53 )] simulators; 7 studies were for learning procedures or concepts of orthopedic and bone surgery ( 32 , 33 , 35 , 45 , 57 , 66 , 70 ); 5 studies were based on VS system or platform as a primary mode of teaching neurosurgical procedures, neuroanatomy and pathologies ( 22 , 28 , 71 , 80 , 81 ); 4 papers ( 38 , 61 , 75 , 84 ) reported the exposure of medical undergraduates as novice surgeons to the robotic surgery simulators; 2 studies conducted by the same team ( 64 , 65 ) explored the VR simulation-based training in Cochlear Implant surgery; the other 2 were for learning basic motor skills in liver surgery ( 50 , 52 ); 1 in minimally invasive surgery ( 97 ), and 1 in vitreoretinal surgery ( 67 ). In addition, Fukuta et al ( 46 ) generated a virtual operating theater orientation to improve knowledge and confidence of medical undergraduates.…”

Section: Resultsmentioning

confidence: 99%

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Virtual Simulation in Undergraduate Medical Education: A Scoping Review of Recent Practice

Wang

Lü

et al. 2022

Front. Med.

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Virtual simulation (VS) as an emerging interactive pedagogical strategy has been paid more and more attentions in the undergraduate medical education. Because of the fast development of modern computer simulation technologies, more and more advanced and emerging VS-based instructional practices are constantly increasing to promote medical education in diverse forms. In order to describe an overview of the current trends in VS-based medical teaching and learning, this scoping review presented a worldwide analysis of 92 recently published articles of VS in the undergraduate medical teaching and learning. The results indicated that 98% of included articles were from Europe, North America, and Asia, suggesting a possible inequity in digital medical education. Half (52%) studies reported the immersive virtual reality (VR) application. Evidence for educational effectiveness of VS in medical students’ knowledge or skills was sufficient as per Kirkpatrick’s model of outcome evaluation. Recently, VS has been widely integrated in surgical procedural training, emergency and pediatric emergency medicine training, teaching of basic medical sciences, medical radiation and imaging, puncture or catheterization training, interprofessional medical education, and other case-based learning experiences. Some challenges, such as accessibility of VS instructional resources, lack of infrastructure, “decoupling” users from reality, as well as how to increase students’ motivation and engagement, should be addressed.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Virtual Simulation in Undergraduate Medical Education: A Scoping Review of Recent Practice

Wang

Lü

et al. 2022

Front. Med.

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“…Furthermore, multi-disciplinary work is needed to design and implement VRGs that are personalized and learner-adaptive, thus addressing the need for diversity in special education needs [116]. Attention should be placed on the VR equipment, the design of the virtual environment, as well as the game characteristics to maximize the positive outcomes.…”

Section: Discussionmentioning

confidence: 99%

VR Gaming for Meta-Skills Training in Special Education: The Role of Metacognition, Motivations, and Emotional Intelligence

2023

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Inclusion, equality, and well-being for all, especially for people with special needs and disabilities, is globally recognized as a priority. At the same time, there is an urgent need to create digital training environments for people with special educational needs and disabilities (SEND). Virtual reality (VR) and gaming technologies have entered the race at full speed for skills training. Despite significant research on each of these technologies, there is still limited knowledge about the effectiveness of virtual reality games (VRGs) in targeted groups such as those with SEND. Thus, the current systematic review paper aims to investigate the effectiveness of gaming in virtual reality as an intervention strategy for meta-skills training among people with neurodevelopmental, cognitive disorders, and learning difficulties. The PRISMA 2020 methodology was used to respond to the objective and research questions. This study also emphasizes the mediating role of motivations, metacognition, and emotional intelligence as important assets for meta-skills development. The database search generated 1100 records, and 26 studies met the inclusion criteria. This study concludes that VRGs have the potential to support people with SEND in terms of raising motivation and developing metacognitive skills, as well as in developing the emotional intelligence skills needed for inclusion, accomplishment, an independent life, and personal well-being. As was observed, VRGs provided the subjects with positive experiences, allowing them to internalize motivations and—with less effort—develop self-motivated, self-regulated, and flexible behaviors.

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“…It performs the process for some random genes instead of traversing all of them. It is also organized in the sequence of hyper-heuristics mentioned in table 2 [37].…”

Section: Candidate Listmentioning

confidence: 99%

Multi-objective fuzzy-based adaptive memetic algorithm with hyper-heuristics to solve university course timetabling problem

Ghaffar¹,

Sattar²,

Munir³

et al. 2018

ICST Transactions on Scalable Information Systems

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The university course timetabling is an NP-hard (non-deterministic polynomial-time hard) optimization problem to create a course timetable without conflict. It must assign a set of subject classes to a fixed number of timeslots with physical resources, including rooms and teachers. Avoiding hard constraints creates an executable timetable, whereas the removal of different soft constraints creates a satisfactory timetable. The most common way to resolve this problem is through the use of a hybrid genetic algorithm. The multi-objective fuzzy-based adaptive memetic algorithm, a population-based hybrid genetic approach, is proposed by combining genetic algorithm with local search with tabu search and various artificial intelligence techniques. It starts with generating a random population by using the hyper-heuristics and initial repairing method. By using the hill-climbing algorithm, it iteratively generates new offspring from the population by applying fuzzybased adaptive crossover and mutation operations. If the solution still contains some conflicts, then the tabu search improves it by applying the most appropriate candidate repeatedly. While getting the workable solution, the algorithm tries to maximize multiple objective functions to get manageable solutions with different perspectives. It efficiently allocates all the required resources to subject classes and generates optimal solutions for the datasets provided by the University of Management & Technology, Lahore. It shows 96.29% accuracy in resolving conflicts compare with that of the simple and hybrid genetic algorithms. A web-based dynamic timetable manager visually represents a timetable and also provides options to adjust conflicts manually.

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User experience design in virtual reality medical training application

Cited by 3 publications

References 0 publications

Virtual Simulation in Undergraduate Medical Education: A Scoping Review of Recent Practice

Virtual Simulation in Undergraduate Medical Education: A Scoping Review of Recent Practice

VR Gaming for Meta-Skills Training in Special Education: The Role of Metacognition, Motivations, and Emotional Intelligence

Multi-objective fuzzy-based adaptive memetic algorithm with hyper-heuristics to solve university course timetabling problem

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