Explorers Virtual Internship: Fostering Rightful Presence and Sense of Belonging in an Online High School Internship Program.
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ABSTRACT:
SUBMITTER: Lalish KM
PROVIDER: S-EPMC8415770 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:In this article, we describe the design and implementation of an e-internship program that BioScience Project offers high school students over the summer. Project topics are in the areas of behavioral neuroscience and brain disorders. All research, teaching, and communication is done online using open access databases and webtools, a learning management system, and Google apps. Students conduct all aspects of a research project from formulating a question to collecting and analyzing the data, to presenting their results in the form of a scientific poster. Results from a pilot study involving fifteen students indicate that students are capable of successfully completing such a project, and benefit both intellectually and professionally from participating in the e-internship program.
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Project description:Virtual reality exposure therapy (VRET) has been shown to be effective in treatment of anxiety disorders. Yet, there is lack of research on the extent to which interaction between the individual and virtual humans can be successfully implanted to increase levels of anxiety for therapeutic purposes. This proof-of-concept pilot study aimed at examining levels of the sense of presence and anxiety during exposure to virtual environments involving social interaction with virtual humans and using different virtual reality displays. A non-clinical sample of 38 participants was randomly assigned to either a head-mounted display (HMD) with motion tracker and sterescopic view condition or a one-screen projection-based virtual reality display condition. Participants in both conditions engaged in free speech dialogues with virtual humans controlled by research assistants. It was hypothesized that exposure to virtual social interactions will elicit moderate levels of sense of presence and anxiety in both groups. Further it was expected that participants in the HMD condition will report higher scores of sense of presence and anxiety than participants in the one-screen projection-based display condition. Results revealed that in both conditions virtual social interactions were associated with moderate levels of sense of presence and anxiety. Additionally, participants in the HMD condition reported significantly higher levels of presence than those in the one-screen projection-based display condition (p = .001). However, contrary to the expectations neither the average level of anxiety nor the highest level of anxiety during exposure to social virtual environments differed between the groups (p = .97 and p = .75, respectively). The findings suggest that virtual social interactions can be successfully applied in VRET to enhance sense of presence and anxiety. Furthermore, our results indicate that one-screen projection-based displays can successfully activate levels of anxiety in social virtual environments. The outcome can prove helpful in using low-cost projection-based virtual reality environments for treating individuals with social phobia.
| S-EPMC3994638 | biostudies-literature
Project description:The COVID-19 pandemic has had an enormous impact on education globally, forcing the teaching community to think outside the box and create innovative educational plans to benefit students at home. Here, we narrate how the undergraduate, laboratory-based Summer Internship Program of our CONSERVE Center of Excellence, which focuses heavily on engaging women and underrepresented minorities in STEM programming, took a turn from an in-person research experience to a fully virtual one. We share our challenges and how we overcame them. Additionally, we provide a description of our virtual internship professional development curriculum, as well as the creative research projects that our seven interns were able to achieve in an 8-week virtual internship, including projects focused on the microbiological water quality of recycled irrigation water; social media promotion, enhancement and marketing of online educational resources focused on water, microbial contamination, and food crop irrigation; decision support systems for using recycled water in agricultural settings; and the effectiveness of zero-valent iron sand filtration in improving agricultural water quality, to name a few. Upon evaluating our internship program, we observed that more than 80% of our interns were either very satisfied or satisfied with the overall virtual internship experience. Through this experience, both the educators and the interns learned that although a virtual laboratory internship cannot completely replace in-person learning, it can still result in a very meaningful educational experience.
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Project description:BackgroundThe principle of workplace based assessment (WBA) is to assess trainees at work with feedback integrated into the program simultaneously. A student driven WBA model was introduced and perception evaluation of this teaching method was done subsequently by taking feedback from the faculty as well as the postgraduate trainees (PGs) of a residency program.MethodsDescriptive multimethod study was conducted. A WBA program was designed for PGs in Chemical Pathology on Moodle and forms utilized were case-based discussion (CBD), direct observation of practical skills (DOPS) and evaluation of clinical events (ECE). Consented assessors and PGs were trained on WBA through a workshop. Pretest and posttest to assess PGs knowledge before and after WBA were conducted. Every time a WBA form was filled, perception of PGs and assessors towards WBA, time taken to conduct single WBA and feedback were recorded. Faculty and PGs qualitative feedback on perception of WBA was taken via interviews. WBA tools data and qualitative feedback were used to evaluate the acceptability and feasibility of the new tools.ResultsSix eligible PGs and seventeen assessors participated in this study. A total of 79 CBDs (assessors n = 7 and PGs n = 6), 12 ECEs (assessors n = 6 and PGs n = 5), and 20 DOPS (assessors n = 6 and PGs n = 6) were documented. PGs average pretest score was 55.6%, which was improved to 96.4% in posttest; p value< 0.05. Scores of annual assessment before and after implementation of WBA also showed significant improvement, p value 0.039, Overall mean time taken to evaluate PG's was 12.6 ± 9.9 min and feedback time 9.2 ± 7.4 min. Mean WBA process satisfaction of assessors and PGs on Likert scale of 1 to 10 was 8 ± 1 and 8.3 ± 0.8 respectively.ConclusionBoth assessors and fellows were satisfied with introduction and implementation of WBA. It gave the fellows opportunity to interact with assessors more often and learn from their rich experience. Gain in knowledge of PGs was identified from the statistically significant improvement in PGs' assessment scores after WBA implementation.
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Project description:Virtual reality (VR) offers novel ways to develop skills and learning. This technology can be used to enhance the way we educate and train professionals by possibly being more effective, cost-efficient, and reducing training-related risks. However, the potential benefits from virtual training assume that the trained skills can be transferred to the real world. Nevertheless, in the current published scientific literature, there is limited empirical evidence that links VR use to better learning. The present investigation aimed to explore the use of VR as a tool for training procedural skills and compare this modality with traditional instruction methods. To investigate skill development using the two forms of training, participants were randomly divided into two groups. The first group received training through an instructional video, while the second group trained in VR. After the training session, the participants performed the trained task in a real setting, and task performance was measured. Subsequently, the user's experienced sense of presence and simulator sickness (SS) was measured with self-report questionnaires. There were no significant differences between groups for any of the performance measures. There was no gender effect on performance. Importantly, the results of the present study indicate that a high sense of presence during the VR simulation might contribute to increased skill learning. These findings can be used as a starting point that could be of value when further exploring VR as a tool for skill development.
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Project description:Sense of presence has been often explored in the context of virtual reality (VR) and immersive visual technologies; however, standardized and objective measures of the sense of presence have been difficult to find. Studies attempting to find physiological correlates of sense presence using electroencephalography (EEG) have reported mixed results. In the present study, we used brain event-related potentials (ERPs) elicited by auditory stimuli to identify an objective physiological index of sense of presence during VR, attempting to replicate the findings of previous studies and explain the heterogeneity of results reported in the literature. Participants in our experiment were asked to experience an immersive virtual environment using a modern head-mounted display while passively hearing task-irrelevant frequent standard and infrequent deviant tones as in a classic auditory oddball paradigm. Subsequently, they were asked to complete a battery of questionnaires aimed to estimate their sense of presence during the VR. EEG and questionnaire data from three-seventh participants were analyzed. ERP components evoked by the auditory stimuli were then analyzed. Late ERP components (after 450 ms from stimulus onset) registered over central brain areas were associated with the sense of presence as measured with questionnaires, while earlier components were not associated with presence. The use of different questionnaires and the content of the VR environment may both be a plausible explanation for heterogeneous results as reported in previous studies. The present study showed that late ERP components recorded over the central brain may represent good electrophysiological correlates of the subjective sense of presence.
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Project description:Objective and subjective measures of performance in virtual reality environments increase as more sensory cues are delivered and as simulation fidelity increases. Some cues (colour or sound) are easier to present than others (object weight, vestibular cues) so that substitute cues can be used to enhance informational content in a simulation at the expense of simulation fidelity. This study evaluates how substituting cues in one modality by alternative cues in another modality affects subjective and objective performance measures in a highly immersive virtual reality environment. Participants performed a wheel change in a virtual reality (VR) environment. Auditory, haptic and visual cues, signalling critical events in the simulation, were manipulated in a factorial design. Subjective ratings were recorded via questionnaires. The time taken to complete the task was used as an objective performance measure. The results show that participants performed best and felt an increased sense of immersion and involvement, collectively referred to as 'presence', when substitute multimodal sensory feedback was provided. Significant main effects of audio and tactile cues on task performance and on participants' subjective ratings were found. A significant negative relationship was found between the objective (overall completion times) and subjective (ratings of presence) performance measures. We conclude that increasing informational content, even if it disrupts fidelity, enhances performance and user's overall experience. On this basis we advocate the use of substitute cues in VR environments as an efficient method to enhance performance and user experience.
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Project description:Numerous studies have explored the effects of virtual reality (VR) on adults' cognition. Little is known, however, of these effects in children. The aim of this study was to explore, in both children and adults, the respective roles of the specific factors of VR, such as immersion, sense of presence and emotion, on memory performance. To do so, we used a head-mounted display to present a VR experience in which we manipulated immersion by varying 3D asset quality (High and Low) and emotion by presenting negative, neutral and positive stimuli. 48 adults (M age = 20.65) and 40 children (M age = 11.63) were both divided into two experimental groups (High vs. Low 3D model quality). Valence, arousal, and sense of presence were self-assessed by means of questionnaires, while memory of the presented stimuli was assessed using a free recall task. We also performed physiological measurements to provide objective support for our data. Results showed that memory performance was better for emotional than for neutral stimuli regardless of age group, even though children seemed to avoid looking at negative stimuli compared to neutral ones. Memory was predicted by arousal and presence in adults and only by arousal in children. Memory was not impaired by using poor image quality when highly arousing content was displayed. This study revealed that, contrary to adults, the use of poor image quality did not protect children from strong emotional experiences in VR. The roles of familiarity and arousal are discussed to help explain these results.Supplementary informationThe online version contains supplementary material available at 10.1007/s10055-021-00537-y.
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Project description:With the growing utility of today's conversational virtual assistants, the importance of user motivation in human-artificial intelligence interactions is becoming more obvious. However, previous studies in this and related fields, such as human-computer interaction, scarcely discussed intrinsic motivation (the motivation to interact with the assistants for fun). Previous studies either treated motivation as an inseparable concept or focused on non-intrinsic motivation (the motivation to interact with the assistant for utilitarian purposes). The current study aims to cover intrinsic motivation by taking an affective engineering approach. A novel motivation model is proposed, in which intrinsic motivation is affected by two factors that derive from user interactions with virtual assistants: expectation of capability and uncertainty. Experiments in which these two factors are manipulated by making participants believe they are interacting with the smart speaker "Amazon Echo" are conducted. Intrinsic motivation is measured both by using questionnaires and by covertly monitoring a five-minute free-choice period in the experimenter's absence, during which the participants could decide for themselves whether to interact with the virtual assistants. Results of the first experiment showed that high expectation engenders more intrinsically motivated interaction compared with low expectation. However, the results did not support our hypothesis that expectation and uncertainty have an interaction effect on intrinsic motivation. We then revised our hypothetical model of action selection accordingly and conducted a verification experiment of the effects of uncertainty. Results of the verification experiment showed that reducing uncertainty encourages more interactions and causes the motivation behind these interactions to shift from non-intrinsic to intrinsic.
| S-EPMC8064575 | biostudies-literature
Project description:IntroductionNew medical interns face a steep learning curve as they must manage complex medical scenarios, many of which they have only seen before in a classroom setting. To ameliorate these challenges, medical schools are increasingly including courses designed to address the transition from student to doctor. One of the biggest challenges for new interns is learning to triage and manage nursing pages, so we designed a mock paging program incorporated within our fourth-year transitions course.MethodsWe developed a database of clinical scenarios to occur via telephone between a nurse and a medicine intern. Throughout the 2-week course, these cases were administered to 40 fourth-year medical students by Master's level nursing students and nurse evaluators. The nurses used checklists to evaluate medical student management and communication, and at the end of the phone encounter students received immediate feedback. We used an observational prospective design, using a within subjects method with repeated measures.ResultsData from a total of 216 phone calls were analyzed for 36 students. No statistically significant improvement of checklist scores was observed. Substantial interrater reliability was observed for the four observed cases with a Fleiss-Kappa of .76. Student comments indicated the activity was helpful for preparing them to answer pages.DiscussionOur paging program offered students the chance to simulate being on call, as well as the opportunity to receive immediate feedback. It did not show improvement in checklists across time. Limitations included a small sample size and few common variables across the cases.
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