1,720,961 research outputs found
Simulated Marine Engineering: Immersive Virtual Reality in Maritime Education and Training
Get PDFFor decades simulators have been embedded in the formal education in the field of
marine engineering, for training and assessment of competences and proficiencies. A new era
of simulator technology, by the use of head mounted display virtual reality, is emerging to the
field of maritime education and is currently unexplored in the context of marine engineer
training. This is an experimental study with the latest technological increment which was
conducted with a prototype immersive virtual reality simulator and a commercial 3D virtual
reality desktop simulator. By means of this novel head mounted display virtual reality and the
more familiar desktop option, the purpose of this study was to explore these technologies
through the potential end user.
A classic between-groups experimental design was developed with a simulation
exercise of starting a fuel oil separator for the treatment and tested with two marine
engineering student groups and one group of professional engineer officers. The recruited
sample frame was assigned either to the (i) 3D virtual reality desktop group (n=5), (ii)
immersive virtual reality novice group (n=6) or the (iii) immersive virtual reality expert group
(n=6). Instruments of declarative knowledge tests were constructed for measuring prior
knowledge prerequisite to the study, and for measuring accuracy and accessibility of retaining
knowledge acquired in the treatment. The results gained a significant difference in knowledge
acquisition between the two technologies (P=0.005) and between the group competence levels
(P=0.008). Instruments for measuring mental workload and the flow state were adopted from
the original frameworks to describe the experience. No technology discrimination could be
observed, though the group level experience measures indicated some difference and yielded
subservient effect sizes and significance
Training transfer validity of virtual reality simulator assessment
No full textDATASET MIGRATED FROM FIGSHARE: Full dataset in excel and SPSS from the study Training transfer validity of virtual reality simulator assessmentSee link to published article.</p
Immersive Virtual Reality in Marine Engineer Education
No full textDATASET MIGRATED FROM FIGSHARE: Empirical research with prototype immersive virtual reality simulator and 3D desktop virtual reality simulator.Two novice groups (students) performed the same technical task in either environment and one expert control group (professional marine engineers) performed the same technical task in immersive virtual reality.Pre-test of identifying 20 system components on a 2D line diagram. Performance measures, raw-tlx and flow state measured after treatment. Post-test on memory retention.</div
Replication data for: Integrating Adaptive Programming of Asynchronous Simulator Training for Motivated Goal Achievement in Professional Education
No full textDATASET MIGRATED FROM FIGSHARE: Publication Abstract:The application of cloud-based simulators has increasing momentum in maritime education and training as a virtual platform for supplementing professional training with task-specific simulation-based learning. Congruent with traditional simulator technology and training methods, this new condition allows for asynchronous and unlimited simulator access where participation in training sessions is at the discretion of the trainee. Furthermore, this provides a learning environment that can have adaptive features to the trainee characteristics with selectable complexity levels, automated feedback, and automated performance assessment. With the advent of this emerging training technology, the organization of how training is deployed, the new roles and expectations for trainees and instructors, and the application of new data-driven analytics are not yet well understood. This paper employs a quasi-experimental study to investigate trainee motivation, personality traits, and task performance using a novel training design. The study was administered remotely to a sample (N = 18) of first-year maritime students who first completed a knowledge acquisition phase before conducting a skill acquisition phase with repeated simulator training of a procedural task, and finally a performance assessment of the simulator scenario. Data was collected from (1) a multiple-choice knowledge test, (2) a short-scaled Big Five Inventory, (3) the Motivated Strategies for Learning Questionnaire, and (4) programmed simulator metrics. Results indicate that Extraversion correlates with motivation and self-efficacy predicts training performance. No significant relationship between prior knowledge and the training performance was found. The results can provide knowledge for implementation and delivery of remote simulator training in maritime education and training, as well as other fields.</p
Simulated Marine Engineering: Immersive Virtual Reality in Maritime Education and Training
No full textFor decades simulators have been embedded in the formal education in the field of
marine engineering, for training and assessment of competences and proficiencies. A new era
of simulator technology, by the use of head mounted display virtual reality, is emerging to the
field of maritime education and is currently unexplored in the context of marine engineer
training. This is an experimental study with the latest technological increment which was
conducted with a prototype immersive virtual reality simulator and a commercial 3D virtual
reality desktop simulator. By means of this novel head mounted display virtual reality and the
more familiar desktop option, the purpose of this study was to explore these technologies
through the potential end user.
A classic between-groups experimental design was developed with a simulation
exercise of starting a fuel oil separator for the treatment and tested with two marine
engineering student groups and one group of professional engineer officers. The recruited
sample frame was assigned either to the (i) 3D virtual reality desktop group (n=5), (ii)
immersive virtual reality novice group (n=6) or the (iii) immersive virtual reality expert group
(n=6). Instruments of declarative knowledge tests were constructed for measuring prior
knowledge prerequisite to the study, and for measuring accuracy and accessibility of retaining
knowledge acquired in the treatment. The results gained a significant difference in knowledge
acquisition between the two technologies (P=0.005) and between the group competence levels
(P=0.008). Instruments for measuring mental workload and the flow state were adopted from
the original frameworks to describe the experience. No technology discrimination could be
observed, though the group level experience measures indicated some difference and yielded
subservient effect sizes and significance
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Training transfer validity of virtual reality simulator assessment
Get PDFThis study utilises computer-based simulations to explore the transfer effects of competency training in maritime education, addressing the current lack of research on their transferability to real-world scenarios.
The research explores the accuracy of procedural knowledge assessment using virtual reality (VR), positing that head-mounted display (HMD) VR offers stronger concurrent validity through training transfer measures than 3D desktop VR. This is evaluated by regression on a training transfer condition. It also investigates motivation’s influence on training transfer and the regression model of this relationship.
Fifteen marine engineering students were divided into two experimental groups using 3D desktop VR and HMD VR systems, with eight experts in the control group. The students had previously received traditional lecture-based instruction and were given practical training using a 2D desktop simulator in the same scenario as in the VR treatment and in the training transfer condition.
The ANCOVA design experiment involved two levels of technical immersion before the operation of real-life equipment. Neither technical immersion nor expertise level as independent variables were found to have a significant effect in the relationship of the assessment predicting the training transfer. The direct relationship was significant (R2adj = 0.436) and further analysed with the influence of motivation, resulting in a moderation model with a decent effect size (R2 = 0.740). Based on these findings, we can infer that both types of VR simulations used for assessment demonstrate concurrent validity in predicting real-life performance before we discuss and define the characteristics of the observed transfer according to theory.publishedVersio
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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