Virtual emulation laboratories for teaching offshore oil and gas engineering

Zhu, Hongjun; Zhi, Yang; Xiong, Yingfei; Wang, Yongyou; Kang, Lu

doi:10.1002/cae.21977

Cited by 8 publications

(4 citation statements)

References 22 publications

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“…This was the case in the context of a microbiology course with content knowledge and self-efficacy as outcomes (Makransky et al 2016), in the context of electrochemistry assessing conceptual understanding , and with physics (Darrah et al 2014) and electrical circuits more specifically (Ekmekci and Gulacar 2015). However, two replacement studies involving an electrical circuit laboratory (Ogbuanya and Onele 2018) and offshore practical training (Zhu et al 2018) did report an improvement in content knowledge as well as increased interest in favor of V-Labs. In a few cases, the notion of replacement was extended and modified into an approach that involved the sequencing of V-Labs and alternating them with traditional forms of laboratory.…”

Section: Goals For Implementing V-labsmentioning

confidence: 99%

Virtual Laboratories in Undergraduate Science and Engineering Courses: a Systematic Review, 2009–2019

Reeves

Crippen

2020

J Sci Educ Technol

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Current technology has the capacity for affording a virtual experience that challenges the notion of a teaching laboratory for undergraduate science and engineering students. Though the potential of virtual laboratories (V-Labs) has been extolled and investigated in a number of areas, this research has not been synthesized for the context of undergraduate science and engineering education. This study involved a systematic review and synthesis of 25 peer-reviewed empirical research papers published between 2009 and 2019 that focused on V-Labs. The results reveal a dearth of varied theoretical and methodological approaches where studies have principally been evaluative and narrowly focused on individual changes in content knowledge. The majority of studies fell within the general domain of science and involved a single 2D experience using software that was acquired from a range of outside vendors. The perspective largely assumed V-Labs to be a teaching approach, providing instruction without any human-to-human interaction. Positive outcomes were attributed, based more on novelty than design, to improved student motivation. Studies exploring individual experiences, the role of personal characteristics or environments that afforded social learning, including interactions with faculty or teaching assistants were noticeably missing.

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Section: Goals For Implementing V-labsmentioning

confidence: 99%

Virtual Laboratories in Undergraduate Science and Engineering Courses: a Systematic Review, 2009–2019

Reeves

Crippen

2020

J Sci Educ Technol

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“…For the sake of clarity, an illustration of the design and development process of a VL based on virtual reality is shown in Figure 3. The most common way to evaluate a VL has been through qualitative surveys that try to measure aspects related to the objectives pursued by its application and educational effectiveness, as well as some technical aspects (Leder et al, 2019;Miguel et al, 2019;Ouyang et al, 2018;Vergara et al, 2015Vergara et al, , 2017aZhu et al, 2018. Thus, these types of surveys usually incorporate questions that ask the students, among others, about (Vergara et al, 2015;Vergara, Rodríguez-Martín, et al, 2018): (i) interactivity, (ii) motivation, (iii) ease of use, (iv) design traits, (v) formative effectiveness, and (vi) realism.…”

Section: Design and Development Of Virtual Laboratoriesmentioning

confidence: 99%

The proliferation of virtual laboratories in educational fields

Vergara

Extremera

Rubio

et al. 2020

ADCAIJ

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Since its emergence in the 1960s, the use of virtual reality (VR) has grown progressively. This wide dissemination of VR has allowed its application in an increasing number of disciplines, including education. It is well known that virtual laboratories (VLs), which base their use in VR technology, are very useful tools in both university and professional training. In this article, the main advantages and disadvantages of the use of modern VLs in teaching are analyzed. In addition, the design and development process that must be followed to appropriately create these VLs is described in detail, as well as a small-scale study of the perception that university teachers have about the use of VR in education. Lastly, the reasons why the implementation of VR is not currently as broad as it would be expected, given its proven potential in different fields, are discussed.

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“…The best way to impress students and help them learn the theory is through hands-on experience and practice. Virtual teaching is widely used, the use of hardware and software and build a virtual simulation platform, for some cannot go to the scene to personally operate the teaching courses, through the virtual simulation teaching platform to complete the student's sense of experience, in addition to the virtual simulation platform can also be realized in distance learning, simulation and micro-teaching combined to provide a technological solution to narrow the gap between the student's preparation for graduation and the actual application of the [7,19,31]. The use of hands-on pedagogy in teaching courses on renewable energy sources, such as wind energy, can effectively introduce students to energy concepts and practical skills [4,17,27].…”

Section: Introductionmentioning

confidence: 99%

Teaching practice of wind turbine practical training based on virtual teaching platform

Xiaoju,

Xue,

Shiyu

et al. 2024

Comp Applic In Engineering

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The wind turbine components are bulky and costly. Undergraduate students majoring in wind power cannot achieve professional skills training in the laboratory. To deepen the understanding of wind turbine installation, a virtual simulation platform for the teaching exploration of wind turbine assembly practice course is developed. The goal of the platform is to build a virtual simulation installation process of each huge component of the wind turbine through the model, so that students can experience the experiential learning of the installation of the wind turbine, and experience the learning opportunities of the visualization of parts and the operability of the assembly process, so as to lay the foundation of wind power engineering practice for undergraduate students. The teaching of simulation working process based on wind turbine assembly process and performance characteristics is discussed. The results and questionnaires of students in three classes are counted. The teaching experiment shows that the average score of the experimental group is 4.5 points higher than that of the control group. This method can significantly improve students' interest in learning and academic performance, improve students' wind turbine assembly ability, and meet the actual needs of students majoring in wind power. The research shows that the platform can be effectively used as a practical teaching tool for wind power students.

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Virtual emulation laboratories for teaching offshore oil and gas engineering

Cited by 8 publications

References 22 publications

Virtual Laboratories in Undergraduate Science and Engineering Courses: a Systematic Review, 2009–2019

Virtual Laboratories in Undergraduate Science and Engineering Courses: a Systematic Review, 2009–2019

The proliferation of virtual laboratories in educational fields

Teaching practice of wind turbine practical training based on virtual teaching platform

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