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Relevant bibliographies by topics / Simulated environment (Teaching method)

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Academic literature on the topic 'Simulated environment (Teaching method)'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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Journal articles on the topic "Simulated environment (Teaching method)"

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Huang, Guo Qing, Tong Hua Yang, and Sheng Xu. "Application of Virtual Reality Technology in Teaching." Applied Mechanics and Materials 475-476 (December 2013): 1230–34. http://dx.doi.org/10.4028/www.scientific.net/amm.475-476.1230.

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Virtual reality (VR) is a computer-simulated environment that can simulate physical presence in places in the real world or imagined worlds. It is new comprehensive information technology which enables users to "access" to the computer-simulated environment through the use of standard input devices and realize the direct interaction between users and the simulated environment. With a case study by using the theory of visual reality technology, this thesis analysises the application types and application methods of visual reality technology as well as the existing problems and solutions during the application process of visual reality technology.

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Purcell, Catherine. "Teaching children road safety using a simulated environment." Journal of Education and Educational Development 7, no. 1 (July 7, 2020): 44. http://dx.doi.org/10.22555/joeed.v7i1.2948.

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<p>The importance of road safety education is widely acknowledged; however, there is a lack of consistency in road safety interventions currently being used in UK schools. Furthermore, the majority of road safety educational programmes use knowledge-based methods, which do not necessarily translate to improved behaviour in real traffic environments. The use of virtual reality is starting to emerge as a viable option, as it allows for repeated risk-free practice. This study aimed to test the efficacy and playability of a virtual reality road crossing iPad-based game with children aged 7-9 years. A total of 137 children from primary school years 3 and 4 completed the study. The game comprised ten levels increasing in complexity. Participants navigated to a target using a magic portal into the virtual world (the iPad position matching the direction of travel). Remote, anonymous in-game data were collected and the results suggested that performance was significantly better on their final attempt compared to their first attempt, regardless of age of gender. Overall, the results suggest that the iPad-based game allowed the children to practice road crossing in an immersive environment, without risk, and could provide a useful, evidence-based addition to current road safety education in UK schools.</p>

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Li, Shuaidong. "Application of Virtual Environment in the Teaching of Basketball Tactics." International Journal of Emerging Technologies in Learning (iJET) 13, no. 07 (June 28, 2018): 174. http://dx.doi.org/10.3991/ijet.v13i07.8808.

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The traditional experience basketball teaching method can only master the technical essentials through repeated practice, which seriously affects the ef-ficiency of basketball training. Based on this problem, a basketball teaching simulation system was constructed by using virtual reality technology. The system established a virtual simulation model of basketball players, which planed the track of athletes. In the meanwhile, it captured the real situation of basketball players and contrasted them with simulated trajectories, so as to help athletes do more targeted training. The results showed that basketball technology teaching model based on virtual reality could help athletes grasp the key points of motion skills as soon as possible, and greatly improve the training efficiency of basketball players.

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Kucęba, Robert. "Selected programme methods of practical teaching - smart grid course as a case study." MATEC Web of Conferences 183 (2018): 04010. http://dx.doi.org/10.1051/matecconf/201818304010.

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With reference to the subject matter defined in the present paper’s title, the methods applied in the processes of formal practical teaching - programme methods, have been distinguished and aggregated on the basis of the research carried out within the ERASMUS+ project ”The acceleration method of development of transversal competences in the students’ practical training process”. As a case study programme methods of formal teaching have been aggregated as well as informatic tools and applications used while developing the simulated by students in laboratory conditions, a virtual management environment of dispersed RES micro-installations, within the Smart Grid course included into the area of prosumer energy. This simulator reflects the functional and logical structure of the Virtual Power Plant, which integrates the prosumer energy sources.

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Jiancun Zheng, Jiancun Zheng, and Lu Shi Jiancun Zheng. "Application of TBL Teaching Improvement with a Digital Tool in Undergraduate Management Courses." 網際網路技術學刊 23, no. 1 (January 2022): 113–20. http://dx.doi.org/10.53106/160792642022012301011.

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<p>The teaching effect of management courses is not ideal for undergraduate education because own concept abstraction and lacks of enterprise practice. So, the TBL teaching method is introduced in enterprise strategic management course to improve the intrinsic motivation of the learning. Also, the simulated entrepreneurship project is designed to create simulated application environment in curriculum by using digital teaching tools. The project’s adoption has greatly increased students’ inherent learning engagement and classroom involvement attendance, according to follow-up studies conducted in 2018-2020 on the project before, first, and second implementations.</p> <p> </p>

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Osório, Maria Eduarda Melo, Karyna Turra Osternack, Rosiane Guetter Mello, Wanderlei Silvano Wos, and Juliana Ollé Mendes. "A experiência de ser paciente simulado durante a formação na área da saúde." Espaço para a Saúde - Revista de Saúde Pública do Paraná 23 (November 11, 2022): 1–13. http://dx.doi.org/10.22421/1517-7130/es.2022v23.e880.

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Simulation-based learning gains space in health education curricula with the use of simulated patients, providing students with skills development in a protected teaching-learning environment. The contact with a simulated situation stimulatesclinical skills training before the contact with real patients. The objective is to identify how the experience of being a simulated patient influences the academic formation of healthcare students. The method was exploratorydescriptive, with a quantitative approach, developed through cross-sectional research with a Likert scale questionnaire, applied through an online survey. This study evidenced that health students who participated in clinical simulations as Simulated Patients perceived benefits for their development as future professionals. Interpreting a clinical case arising from reality makes this learning more meaningful compared to a class with a traditional teaching method on the same subject

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Pengju, Du. "An English Teaching Ability Evaluation Model Based on Edge Computing." Mathematical Problems in Engineering 2022 (March 16, 2022): 1–8. http://dx.doi.org/10.1155/2022/2094968.

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One of the main basic components of the future generation of intelligent combat equipment is the edge computing platform. Evaluate the strategy and describe the test methods and key performance indicators. The method attempts will help to combine big data, intelligent computing models with typical military application scenarios, and conduct targeted research on the capability evaluation methods of embedded edge computing platforms. Aiming at the traditional evaluation method that uses manual evaluation, there is a great subjective consciousness in the evaluation process, which causes the problem of low accuracy of evaluation. A feedback model-based English teaching ability evaluation method is proposed. The use of a feedback mechanism in the English classroom can significantly increase the comparison of ability parameters. The open-minded calculation of the feedback evaluation is used to evaluate the various abilities in the English teaching process. The indications are presented as numbers, and an evaluation feedback model is built to verify the evaluation’s completeness and accuracy. In order to ensure the accuracy of the designed evaluation method of English teaching ability based on the feedback model, the simulated classroom teaching environment is simulated for comparison experiments, and the effectiveness of the designed evaluation method can be verified through the effective analysis of experimental data.

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Baik, Jeong-yi. "A Study on Simulated Teaching Design for Improving Authenticity: The Experience of Simulated Teaching and Teaching Practice." Korean Association for Literacy 13, no. 4 (August 31, 2022): 279–324. http://dx.doi.org/10.37736/kjlr.2022.08.13.4.09.

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To improve the authenticity of the simulated teaching task in Korean, this study focused on the Korean language pre-service teachers’ experience of simulated teaching and teaching practice. The intention of comparing the perception on simulated teaching and teaching practice, which is located between real teaching and simulated teaching, was to gauge the authenticity of the class by experienced people. Third graders of the C University of Education, who experienced both simulated teaching and teaching practice in the same semester, were asked to write selfreflective reports on both experiences, and a qualitative content analysis method with teaching professionalism codes was used to analyze them. The simulated teaching task was designed as a 5-6 people group, choosing one of the five areas of Korean language education. The students’ activities were conducted with fellow pre-service teachers taking on the roles of students. Students and the class dynamics originating from teacher-student interaction were regarded as the key to the gap between simulated teaching and teaching practice. Hence, the simulated teaching task was presented in four stages based on them, in a way that authenticity would gradually increase. Simulated teaching has significance as a complementary means to improve teaching professionalism. This study contributes to systematizing simulated teaching tasks.

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Trung Thanh, Ho, and Tran Duy Thanh. "Proposing simulated electronic markets for training and research on e-commerce." Science & Technology Development Journal - Economics - Law and Management 3, no. 1 (April 14, 2019): 1–12. http://dx.doi.org/10.32508/stdjelm.v3i1.533.

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The studies by Davis B, Summers M (2015), and E. Dale (1969) showed that learners can remember 20% of what they listen, 30% of what they see and as high as 90% of what they simulate. While training institutions have not had conditions to coordinate with enterprises to train together with practice, simulation system or virtual reality can create the second perfect scenario for learners to interact with different people in and out of that environment. Based on Davis B, Summers M (2015), E. Dale (1969), experience in using a variety of learning and teaching methods in e-commerce major and working with enterprises, the authors propose the establishment of simulated electronic markets for effectively deploying the “learning by doing” method as well as for the research and application of e-commerce models and solutions via simulation systems. The results, discussions and proposal for simulated electronic markets are summarized in this paper.

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Walsh, MT, and OH Khan. "P.105 The “Comprehensive 3D Skull Base Lab”-- enhancing resident education with virtual/augmented reality and 3D printing at Northwestern University." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 46, s1 (June 2019): S41. http://dx.doi.org/10.1017/cjn.2019.199.

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Background: Due to increasingly limited access to cadavers and first-hand operative experience, there is an increasing need for innovative modalities in neurosurgical education. Recent developments in computer modelling, virtual/augmented reality, and video game technology have created new opportunities for novel teaching tools. We set out to develop a library of 3D models of normal anatomy and pathologic states for use in conjunction with an interactive simulated environment and 3D printing for teaching of neurosurgical residents. Methods: Anatomically accurate 3D models were developed using CT/MRI data from multiple patients using open source segmentation and 3D animation software. An interactive simulated environment was then created using a 3D game engine and used in conjunction with a virtual/augmented reality system. 3D models were also used to for 3D printing. Results: 3D models and an interactive simulated environment were used in conjunction with various viewing modalities, including 3D video, 360 video, and virtual reality headsets, as well as 3D printing. These teaching tools were successfully implemented in neurosurgery didactic teaching sessions and in the skull base lab. Additional benefits were seen with patient engagement and marketing. Conclusions: 3D modeling and animation show considerable promise for neurosurgical education, with additional benefits for patient engagement, marketing, and social media.

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Dissertations / Theses on the topic "Simulated environment (Teaching method)"

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Robison, Diane F. "Active learning in a large enrollment introductory biology class : problem solving, formative feedback, and teaching as learning /." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1338.pdf.

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Taylor, Carly Maurica. "The effect of standardized patient teaching and evaluation encounters on entry-level athletic training student comfort related to performing psychosocial intervention and referral." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/363.

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Rodgers, David L. "The effect of high-fidelity manikin-based patient simulation on educational outcomes in advanced cardiovascular life support courses." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=739.

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Gust, Linda. "Building capability : impact of low and high-fidelity manikins on neonatal resuscitation simulation." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, 2010, 2010. http://hdl.handle.net/10133/1288.

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Purpose: Does manikin fidelity affect learning outcomes in neonatal resuscitation simulation? Description: This experimental design accessed and randomly assigned health care professionals (HCP) (N=60), who completed Neonatal Resuscitation Program (NRP) recertification in a simulation lab. The experimental group used a high-fidelity manikin. The control group recertified using a low-fidelity manikin. Dependant variables included learning outcomes of confidence, skill performance, and knowledge. These were measured using the newly developed Neonatal Resuscitation Confidence Tool (NRCT), Megacode Assessment, and NRP written exam. Both groups underwent the same simulated resuscitation scenario. Outcome: A significant increase in confidence with simulation was found (p<.001). HCPs using the high-fidelity simulator did not have a significant increased level of confidence, knowledge or skill performance compared to using the low-fidelity simulator. However, there was a significant increase in confidence with repeated NRP courses (p=.003). Implications: The use of simulation for NRP is important to increase capability with increased practice intervals.
ix, 109 leaves : ill. ; 29 cm. --

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Bower, Matthew. "Designing for interactive and collaborative learning in a web-conferencing environment." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/26888.

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Thesis (PhD)--Macquarie University, Division of Information and Communication Sciences, Computing Department, 2008.
Bibliography: p. 503-514.
This study investigated learning design in a web-conferencing environment based on three semesters of lessons conducted as part of an introductory programming subject. As well as characterizing the nature of discourse and interaction, the study focused on how the design of the interface, activity and task type affected collaboration and learning. Engeström's (1987) Activity Theory based upon a socio-constructivist view of learning was used to frame the analysis. --Interface designs incorporated theory relating to graphical user interface design, multimedia learning, and findings from the cognitive sciences. Activity designs were differentiated based on the degree of student ownership, from teacher-centred (transmissive) approaches, to teacher-led (guided interaction) approaches, to student-centred (collaborative group-work) designs. Types of tasks were considered on the basis of their level of knowledge (declarative, procedural and conceptual), their character (authenticity, situatedness) and their domain specific nature (in the field of computer science education). The effects of the different interface, activity and task designs on collaboration and mental model formation were explored. --A mixed method approach to analysis was adopted, incorporating a design-based research study and a multimodal discourse analysis. The design-based research allowed a broader, more interpretivistic and process focused analysis to be conducted, based on the strategic redesigns that occurred between iterations of the subject. The multimodal discourse analysis enabled more detailed, objective and outcomes based measurements of the subject of discourse, the nature of interactions and the types of modalities used to mediate learning. Triangulating data from the design-based research study and the multimodal discourse analysis provided a more complete description of phenomena and promoted greater reliability. --Results include the way in which different modalities afforded different possibilities for representing, and how combinations of those modalities could be effectively integrated by applying multimedia learning principles. Student-centred learning designs increased student involvement, allowing them to take greater ownership over the content and to more fully share their mental models. Authentic, meaningful problem solving tasks promoted greater student engagement. The capacity to dynamically redesign the interface based on the collaborative and cognitive requirements of the learning episode supported more effective implementation of conversational (Laurillard, 2002) approaches to learning. --More effective interaction and collaboration resulted from prescribing patterns of engagement, managing activity and technology so that student discourse could focus on content, and providing guidance regarding semiotic representational forms so that students could concentrate on applying those representations rather than inventing them. Teacher and student virtual classroom competencies critically influenced collaboration and learning. --Based on the findings in this study, a framework of nine pedagogical patterns for teaching and learning in web-conferencing environments is proposed. The framework provides an integrated approach to learning design that relates the interface design with the activity design and the level of knowledge (task type).
Mode of access: World Wide Web.
vii, 514 p. ill. (some col.)

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Richardson, Thomas J. "First responder weapons of mass destruction training using massively multiplayer on-line gaming." Thesis, Monterey, California. Naval Postgraduate School, 2004. http://handle.dtic.mil/100.2/ADA425028.

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Murray, Garold Linwood. "Bodies in cyberspace : language learning in a simulated environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ27209.pdf.

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Hopper, Susan B. "The Relationship of Personality Traits to Teacher Candidate Perceptions of Teaching Confidence and Teaching Experience in a Simulated Classroom Environment." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500089/.

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Individual personality traits of pre-service teachers may have a significant influence on their confidence in teaching. Confidence in teaching does not always align with the experience of pre-service teachers. simSchool enables transformational experiences for teacher candidates to improve in general teaching skills, connect learning theories in the classroom, and develop confidence to be an effective teacher without the ill impacts of practicing on real students. This study executed a quasi-experimental design to explore the personality traits of 152 pre-service teachers and examined how their perceptions of teaching confidence and teaching experience were related in the context of simSchool. A treatment and comparison group completed the Survey of Teaching Skills pre/post tests and the OCEAN survey for quantitative data analysis to investigate four research questions: 1. Is there a difference between treatment and comparison groups on educator’s gains in confidence and experience? 2. Is there a relationship between personality type and perceived teaching effectiveness? 3. Is there a relationship between personality attributes and pre-service educator ratings of teaching experience in a simulated teaching environment? 4. Is there a relationship between personality attributes and pre-service educator ratings of teaching confidence in a simulated teaching environment? Findings from repeated measures MANOVA tests indicated that the simSchool treatment group increased their perceptions of experience with significant gains (p < .05), in contrast to the comparison group. Two key constructs of personality and effective teaching, the latter of which is comprised of the pre-service teachers’ self-reports of teaching confidence and teaching experience, were examined using canonical correlation analysis. The traits of openness, conscientiousness, extraversion, agreeableness and neuroticism were components linked by structure coefficients to the synthetic variable of personality, the latter of which was found to be correlated with effective teaching. Pearson product-moment correlation coefficients were produced to assess the relationship between experience and confidence and relationships between experience and confidence with the personality traits of conscientiousness, openness, extraversion, and emotional stability. Multiple regression analyses were run using the predictors of openness, conscientiousness, extraversion, and neuroticism. These were found to be significantly (p < .05) effective in predicting self-reported teaching experience and confidence from personality traits. Furthermore, the variable of openness was individually found to be a significant (p < .05) predictor of teaching experience and confidence. These findings suggest that personality traits affect the experience and confidence ratings of pre-service teachers in a simulated classroom environment and that simSchool training can foster the development of teaching effectiveness.

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Ugail, Hassan, M. I. G. Bloor, and M. J. Wilson. "Implementing automatic design optimisation in an interactive environment." American Institute of Aeronautics and Astronautics, 2000. http://hdl.handle.net/10454/2942.

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Brandão, Márcio da Costa Pereira. "An embodiment of Schoenberg's method of teaching musical harmony in a guided discovery learning environment." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/23732.

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Most traditional musical harmony teaching methods in use in undergraduate courses are centred on pedagogical principles that require students to manipulate musical elements, beyond those directly relevant to the subject matter. Beginning harmony students often encounter extra difficulty in the learning process as they usually lack experience in manipulating individual musical elements. In addition, the emphasis on exemplars of the common practice of eighteenth and nineteenth century composers imposes some limitation on the student’s harmonic vocabulary and, in consequence, on the student’s creativity. At the beginning of the twentieth century, Arnold Schoenberg proposed a method of teaching harmony which presented a different set of pedagogical principles: the method required no background knowledge of other musical elements; it encouraged the exploration of the search space of solutions which, in conjunction with a self assessment of them, helps students to develop their own harmonic sense, without the influence of exemplars of the harmonic practice of existing composers. However, although Schoenberg’s method addresses the problems presented above, it has not been widely used, mostly because its fundamental pedagogy and curriculum are buried in lengthy philosophical discussions of polemical arguments and criticism of traditional methods. This thesis investigates the possibility of designing and constructing a computer-based learning environment presenting the pedagogy and curriculum of Schoenberg’s harmonic teaching method while remaining true to its spirit. We present a formalisation of part of the method’s curriculum and associated pedagogical principles, which have been embodied in a prototype learning environment. The results from studies involving the prototype are also presented: a formative evaluation was carried out with music experts aiming to assess its interactive music notation human computer interface and to inform changes and improvements to be made to the prototype; and a summative evaluation was conducted with music lecturers to assess not only the degree of faithfulness of the environment to the method, but also the educational benefits that such an environment can potentially bring to harmony teaching.

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Books on the topic "Simulated environment (Teaching method)"

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1939-, Klein Hans Emil, and World Association for Case Method Research & Application., eds. Interactive teaching and learning across disciplines and cultures: Case method & other techniques. Needham, Mass: World Association for Case Method Research & Application, 2001.

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1939-, Klein Hans Emil, and World Association for Case Method Research & Application., eds. Interactive teaching & learning: Case method & other techniques. Needham, Mass: WACRA - World Association for Case Method Research & Application, 1997.

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Klein, Hans Emil. Interactive teaching and the multi media revolution: Case method & other techniques. Needham (Boston), Mass: World Association for Case Method Research & Application, 1999.

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1939-, Klein Hans Emil, and World Association for Case Method Research & Application., eds. Teaching and interactive methods: With cases, simulations, and games. Needham, Mass: WACRA - World Association for Case Method Research & Application, 1995.

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D, Gibson David Ed, and Baek Youngkyun, eds. Digital simulations for improving education: Learning through artificial teaching environments. Hershey PA: Information Science Reference, 2009.

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Teaching with classroom response systems: Creating active learning environments. San Francisco: Jossey-Bass, 2009.

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International Conference on Case Method Research and Application (19th 2002 Mannheim, Germany). Interactive teaching and learning in a global context: Case method & other techniques. Needham, Mass: WACRA, 2002.

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Press, IOS, ed. Making sense of virtual risks: A quasi-experimental investigation into game-based training. Amsterdam: IOS Press, 2012.

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Triadic game design: Balancing reality, meaning and play. London: Springer, 2011.

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The complete guide to simulations and serious games: How the most valuable content will be created in the age beyond Gutenberg to Google. San Francisco: Pfeiffer, 2009.

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Book chapters on the topic "Simulated environment (Teaching method)"

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Strappa, Giuseppe. "Reading the Built Environment as a Design Method." In Teaching Urban Morphology, 159–84. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76126-8_10.

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Zhang, Jiarong, and Zihang Chen. "Improved Design of Multimedia Podium Under the New Teaching Method." In Man-Machine-Environment System Engineering, 250–56. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4786-5_35.

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Tan, Lan. "Comparison of PBL and the Traditional Teaching Method in the Teaching of Economics." In Advances in Computer Science, Intelligent System and Environment, 567–72. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23753-9_91.

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Qiao, Shan Ping, Yong Zheng Lin, and Ling Zhao. "Research on Instance Driving Teaching Method of Java Study." In Advances in Computer Science, Environment, Ecoinformatics, and Education, 21–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23345-6_5.

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Tan, Zhenhua, Guangming Yang, Zhiliang Zhu, and Yi Ma. "Practice in Compound Practical Teaching Method for Information Security Major." In Advances in Computer Science, Environment, Ecoinformatics, and Education, 221–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23357-9_40.

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Zhao, YaQin, ZhenDong Yin, GuangHui Ren, and ZhiLu Wu. "Innovative Teaching Method of RF Electronic Circuits Based on EDA Tools." In Advances in Computer Science, Environment, Ecoinformatics, and Education, 504–8. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23339-5_92.

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Neira-Tovar, Leticia, Estefania Salisbury Flores, Sergio Ordoñez, Aldo Martinez, and Eduardo Sanchez-Rentería. "A Development Method of a Virtual Reality Environment for Teaching in a Medical Technician School." In Lecture Notes in Mechanical Engineering, 161–73. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99769-4_13.

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Wildgans-Lang, Angelika, Sarah Scheuerer, Andreas Obersteiner, Frank Fischer, and Kristina Reiss. "Learning to Diagnose Primary Students’ Mathematical Competence Levels and Misconceptions in Document-Based Simulations." In Learning to Diagnose with Simulations, 17–31. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89147-3_3.

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AbstractAnalyzing students’ documents (e.g., their homework) can serve as a basis for diagnosing students’ learning status and thus also for adaptive teaching. When making diagnostic judgments about students’ learning status in mathematics, teachers may benefit from using theoretical models of mathematical competence because such models illustrate what tasks students should have mastered on each level of competence. Based on students’ documents and a model of mathematical competence at the primary level, we developed a simulated learning environment for (1) analyzing and (2) supporting pre-service teachers’ diagnostic processes and results. When working in the simulated environment, pre-service elementary teachers are asked to assess virtual third graders’ learning status by diagnosing their mathematical competence levels as well as their misconceptions (e.g., misconception regarding multiplication) based on the competence model. To do so, pre-service teachers analyze students’ solutions to mathematical problems that they can select from a set of problems varying in content and difficulty. First data analyses suggest that the environment can capture differences in pre-service teachers’ diagnostic processes. A better understanding of these processes can serve as a basis for further developing the learning environment.

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Codreanu, Elias, Sina Huber, Sarah Reinhold, Daniel Sommerhoff, Birgit J. Neuhaus, Ralf Schmidmaier, Stefan Ufer, and Tina Seidel. "Diagnosing Mathematical Argumentation Skills: A Video-Based Simulation for Pre-Service Teachers." In Learning to Diagnose with Simulations, 33–47. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89147-3_4.

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AbstractMathematical argumentations and proofs cause difficulties for secondary school students (Healy and Hoyles, 2000). Teachers’ diagnostic skills are essential for adapting their teaching to students’ specific needs in order to facilitate students’ understanding of proofs (Südkamp and Praetorius, 2017). We developed a video-based simulation to investigate and promote pre-service teachers’ diagnostic skills. Participants encountered a diagnostic task with short, scripted video clips showing simulated students working on a geometry proof with a teacher. Observing student-teacher interactions served as the basis for the pre-service teacher participants’ diagnoses of students’ individual argumentation skills. This simulation is first used to investigate pre-service teachers’ diagnostic performance and the quality of their diagnoses and diagnostic processes. In a second step, the simulation will be expanded into a learning environment to investigate how pre-service teachers’ diagnostic skills can be supported through different kinds of scaffolds.

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Schmal, Christoph, Gregor Mönke, and Adrián E. Granada. "Analysis of Complex Circadian Time Series Data Using Wavelets." In Methods in Molecular Biology, 35–54. New York, NY: Springer US, 2022. http://dx.doi.org/10.1007/978-1-0716-2249-0_3.

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AbstractExperiments that compare rhythmic properties across different genetic alterations and entrainment conditions underlie some of the most important breakthroughs in circadian biology. A robust estimation of the rhythmic properties of the circadian signals goes hand in hand with these discoveries. Widely applied traditional signal analysis methods such as fitting cosine functions or Fourier transformations rely on the assumption that oscillation periods do not change over time. However, novel high-resolution recording techniques have shown that, most commonly, circadian signals exhibit time-dependent changes of periods and amplitudes which cannot be captured with the traditional approaches. In this chapter we introduce a method to determine time-dependent properties of oscillatory signals, using the novel open-source Python-based Biological Oscillations Analysis Toolkit (pyBOAT). We show with examples how to detect rhythms, compute and interpret high-resolution time-dependent spectral results, analyze the main oscillatory component, and to subsequently determine these main components’ time-dependent instantaneous period, amplitude, and phase. We introduce step-by-step how such an analysis can be done by means of the easy-to-use point-and-click graphical user interface (GUI) provided by pyBOAT or executed within a Python programming environment. Concepts are explained using simulated signals as well as experimentally obtained time series.

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Conference papers on the topic "Simulated environment (Teaching method)"

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Werner, Abigail, Shuchisnigdha Deb, Rafia Rahman, Amelia A A Fox, Richard L Harkess, Daniel Carruth, and Christopher R. Hudson. "Student Perceptions of Traditional and Simulated Learning in Greenhouse Management." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002401.

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Environmental control (EC) units in the greenhouse environment help maximize yields and profits by minimizing energy and labor costs. Instructing students to properly and confidently employ ECs in greenhouse management is critically importance to food production advancement. This paper summarizes existing literature and comprehensive reviews on different teaching methods and student learning behavior for greenhouse environment control and survey tools for understanding student skills attainment. It also focuses on determining which survey items and tools successfully assess academic success, student engagement, and investigate if a particular educational tool developed is the best fit for specific learning outcomes. Findings demonstrate students are more interested in detail-oriented course materials, are receptive to feedback, and want to become confident applying their learning to real-world problems.

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Ban, Shujun, and Maria Rita Ferrara. "Promoting a teaching platform for "Traditional Skills + Virtual Reality Technology”." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002068.

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VR (Virtual reality) technology has been applied to teaching/learning in many contexts. Our interest focuses on the application of VR in design studies, allowing students to experience craft, (technical aspects, tools and methods), providing advanced means and methods for learning, and enabling the recovery and renewal of crafting and making. VR technology is used to simulate the space environment and technological process in the production process. Students will be brought into the simulated environment through different sensing devices, so that they can operate the objects in the virtual world by themselves, so as to enhance their feelings, deepen their understanding of the traditional technology, and better learn and create. Through survey sections we can achieve an understanding of students experience of VR for craft, and the enhancement of the teaching effect in a product design course. Finally, we can increase the inheritance and development of traditional skills among young people and in the future.

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Gonçalves Magalhães, Isabela, Júlia Alves dos Santos, Pedro Vitor de Freitas Muzy Lopes, Gisa Márcia Dutra Valente, Laura Cremoneze Rangel da Silva, Janine Fonseca Matos Xavier, Pedro Miguel Gomes Januário, and Luis Gustavo de Souza Xavier. "Teaching architecture project with virtual reality." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212433.

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The advance of digital modeling software, computers with greater processing capacity and the evolution of specific rendering software, contribute to the increased use of images that simulate a real environment, being a practice increasingly inserted in the professional exercise of Architecture and in the university. This practice is already observed in undergraduate scanswhere students seek to learn on their own the use of programs and plug-ins for rendering. This work aimed to elaborate a process aimed at teaching architecture design using modeling in SketchUp and application of low-cost immersive virtual reality simulation tools for analysis of model studies in design disciplines. The method used was the use of some renderers and free virtual reality tools on the Internet. As a result we had the first contact of the students with the immersive virtual reality tools and in turn broadening the perception of the details of the objects studied and spatial vision

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Todorut, Amalia Venera. "SIMULATED ENTERPRISES � A TEACHING METHOD FOR SUSTAINABLE EDUCATION." In 13th SGEM GeoConference on ECOLOGY, ECONOMICS, EDUCATION AND LEGISLATION. Stef92 Technology, 2013. http://dx.doi.org/10.5593/sgem2013/be5.v2/s22.023.

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Abbas, Suraa A. "The Dominance of E-Learning Methods over Studies: Problems and Solutions." In 1st International Conference on Teaching, Education and Learning Conference. iConferences (Pvt) Ltd, 2021. http://dx.doi.org/10.32789/tel.2021.1006.

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This paper sheds light on e-learning, whose importance has swiftly grown over the past year by learners after the closure of schools and universities in more than 100 countries worldwide due to the rampant Coronavirus disease (COVID-19), and the problems and solutions that must be followed to facilitate the educational process. This study is mainly quantitative. It will use quantitative research methods to collect data by distributing questions to the research community consisting of 10 teachers and 30 undergraduate students in the medical, technical faculty at Al-Kitab University. The data were analyzed by content analysis technique and divided into themes, sub-themes, and codes. The paper found that both students and teachers used technology to ensure the continuity of the educational process. In addition, both teachers and learners have different positive and negative opinions about the distance education platforms and the conditions facing them from the weakness of the Internet and the liability of electronic skills for both parties. Ideas were put forward on developing equipment and methods used for distance education activities using artificial intelligence to simulate the natural educational environment. This study recommends educational institutions restructure the curriculum and make it compatible with the electronic environment, just like the real academic environment.

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Leibbrandt, Richard, Martin Luerssen, Takeshi Matsumoto, Kenneth Treharne, Trent Lewis, Martin Li Santi, and David Powers. "An Immersive Game-like Teaching Environment with Simulated Teacher and Hybrid World." In Annual International Conferences on Computer Games, Multimedia and Allied Technology. Global Science & Technology Forum (GSTF), 2008. http://dx.doi.org/10.5176/978-981-08-8227-3_cgat08-30.

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Fabro, Joao Alberto, Eli Teixeira Paula, Alefe Felipe Goncalves Pereira Dias, and Lucas Eduardo Skora. "Programming Teaching Using Flowcharts in a Simulated Environment Focused on Introducing Practical OBR." In 2019 Latin American Robotics Symposium (LARS), 2019 Brazilian Symposium on Robotics (SBR) and 2019 Workshop on Robotics in Education (WRE). IEEE, 2019. http://dx.doi.org/10.1109/lars-sbr-wre48964.2019.00086.

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Dang, Xue. "Exploring the Subject of Simulated Practical Teaching Method in Insurance Bilingual Courses." In Proceedings of the Third International Conference on Economic and Business Management (FEBM 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/febm-18.2018.54.

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Liu, Jinglan. "Research on German Teaching Method Innovation in Internet Environment." In 2018 8th International Conference on Mechatronics, Computer and Education Informationization (MCEI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/mcei-18.2018.12.

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Zhang, Fan. "Outline Signal Teaching Method and College English Reading Teaching under the Environment of MOOC." In 2016 International Conference on Advances in Management, Arts and Humanities Science (AMAHS 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/amahs-16.2016.97.

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Reports on the topic "Simulated environment (Teaching method)"

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Singh, Niranjan. A Method of Sound Wave Diffusion in Motor Vehicle Exhaust Systems. Unitec ePress, April 2017. http://dx.doi.org/10.34074/ocds.072.

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It is common practice among young vehicle owners to modify the exhaust system of their vehicle to reduce exhaust backpressure with the perception that the output power increases. In the process of backpressure reduction, the output noise (Whakapau) of the vehicle also increases correspondingly. The conflict of interest that arises from modified vehicle exhaust systems and the general public is well publicised. This prototype was designed to meet the demands of exhaust back pressure reduction while at the same time mitigate the sound output of the vehicle. The design involves lining a cylindrical pipe with common glass marbles which is normally used for playing. The marbles are made of a sustainable material as it does not erode when exposed to exhaust gases and it is easily recycled. The prototype muffler is much smaller in size when compared to conventional mufflers. All tests were done in a simulated controlled environment and data collated using approved New Zealand Transport Agency testing regime. It has to be noted that the test focus was noise mitigation and not comprehensive engine performance testing. The results of the test prove a reduction of sound levels, however more testing needs to be undertaken with varying annulus depth, marble sizes and arrangements and engine loads.

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Rashevska, Natalya V., and Vladimir N. Soloviev. Augmented Reality and the Prospects for Applying Its in the Training of Future Engineers. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2671.

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The education system of Ukraine is closely linked with the world education trends, therefore it requires constant renewal and expansion. One of the progressive areas of organizing studying process is creating the studying environment which will allow students to reveal their intellectual potential while searching for the necessary knowledge. That’s why the purpose of the article is analysis of the concept of augmented reality and prospects of its application in the process of training future engineers. The object of study is the system of training future engineers and the subject is using of augmented reality technologies in the process of training future engineers. The research method is analyzing the impact of the augmented reality technologies on the training future engineers. During the research, we have identified positive aspects of the augmented reality technologies in the process of training future engineers. We have defined the stages of creating some methodical system components of teaching fundamental disciplines in the higher technical school through interdisciplinary integration and technologies of augmented reality.

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