Technology Acceptance and Authenticity in Interactive Simulation: Experimental Study

BACKGROUND

Remote and virtual simulations have gained prevalence during the COVID-19 pandemic as institutions maintain social distancing measures. Because of the challenges of cost, flexibility, and feasibility in traditional mannequin simulation, many health care educators have used videos as a remote simulation modality; however, videos provide minimal interactivity.

OBJECTIVE

In this study, we aimed to evaluate the role of interactivity in students' simulation experiences. We analyzed students' perceptions of technology acceptance and authenticity in interactive and noninteractive simulations.

METHODS

Undergraduate nursing students participated in interactive and noninteractive simulations. The interactive simulation was conducted using interactive video simulation software that we developed, and the noninteractive simulation consisted of passively playing a video of the simulation. After each simulation, the students completed a 10-item technology acceptance questionnaire and 6-item authenticity questionnaire. The data were analyzed using the Wilcoxon signed-rank test. In addition, we performed an exploratory analysis to compare technology acceptance and authenticity in interactive local and remote simulations using the Mann-Whitney U test.

RESULTS

Data from 29 students were included in this study. Statistically significant differences were found between interactive and noninteractive simulations for overall technology acceptance (P<.001) and authenticity (P<.001). Analysis of the individual questionnaire items showed statistical significance for 3 out of the 10 technology acceptance items (P=.002, P=.002, and P=.004) and 5 out of the 6 authenticity items (P<.001, P<.001, P=.001, P=.003, and P=.005). The interactive simulation scored higher than the noninteractive simulation in all the statistically significant comparisons. Our exploratory analysis revealed that local simulation may promote greater perceptions of technology acceptance (P=.007) and authenticity (P=.027) than remote simulation.

CONCLUSIONS

Students' perceptions of technology acceptance and authenticity were greater in interactive simulation than in noninteractive simulation. These results support the importance of interactivity in students' simulation experiences, especially in remote or virtual simulations in which students' involvement may be less active.

Mother bats facilitate pup navigation learning

Learning where to forage and how to navigate to foraging sites are among the most essential skills that infants must acquire. How they do so is poorly understood. Numerous bat species carry their young in flight while foraging. This behavior is costly, and the benefits for the offspring are not fully clear. Using GPS tracking of both mothers and bat pups, we documented the pups' ontogeny from being non-volant to foraging independently. Our results suggest that mothers facilitate learning of navigation, assisting their pups with future foraging, by repeatedly placing them on specific trees and by behaving in a manner that seemed to encourage learning. Once independent, pups first flew alone to the same sites that they were carried to by their mothers, following similar routes used by their mothers, after which they began exploring new sites. Notably, in our observations, pups never independently followed their mothers in flight but were always carried by them, suggesting that learning occurred while passively being transported upside down.

Interprofessional Education Week: the impact of active and passive learning activities on students' perceptions of interprofessional education

Healthcare professions faculty at a private Midwestern university designed an Interprofessional Education (IPE) Week, consisting of 12 different interprofessional learning activities over the span of one week. The purpose of the study was to determine students' perceptions toward interprofessional healthcare, as measured by the Student Perceptions of Interprofessional Clinical Education-Revised (SPICE-R), one week before and one week after the events to determine if the type of learning activity - more passive, didactic-type events or active learning events - impacted outcomes. Of the over 400 students representing predominantly athletic training, nursing, occupational therapy, and physical therapy programs who attended IPE Week, a total of 190 health professions students completed the pre- and post-IPE Week SPICE-R. Students who attended an active learning activity had a statistically significant increase in all three factors of the tool (interprofessional teamwork and team-based practice, roles/responsibilities for collaborative practice, and patient outcomes from collaborative practice) while students who attended more passive didactic type events only showed a statistically significant increase in roles/responsibilities and patient outcomes. This study demonstrates the utility of an IPE Week on student perceptions and highlights the potential importance of active interprofessional learning offerings.

Impact of Learning Methods on Spatial Knowledge Acquisition

Research on the acquisition of spatial knowledge not only enriches our understanding of the theory of spatial knowledge representation but also creates practical value for the application of spatial knowledge. The aim of this study is to understand the impact of different learning methods on the acquisition of spatial knowledge, including the role of 2D maps, the difference between physical interaction and virtual interaction, and whether passive learning can replace active learning in virtual environments. One experiment was conducted, in which landmark knowledge and configurational knowledge were measured. Results indicate that 2D maps play a supporting role in acquiring both landmark knowledge and configurational knowledge. In addition, physical learning was associated with better spatial knowledge representation compared with virtual learning. An analysis of observational data in the third comparison found no significant difference between passive learning and active learning using virtual street view maps. However, with high-quality learning materials, passive learning can contribute to the acquisition of spatial knowledge more efficiently than active learning.

The Synergy of Passive and Active Learning Modes in Adaptive Perceptual Learning

Adaptive learning systems that generate spacing intervals based on learner performance enhance learning efficiency and retention (Mettler, Massey & Kellman, 2016). Recent research in factual learning suggests that initial blocks of passive trials, where learners observe correct answers without overtly responding, produce greater learning than passive or active trials alone (Mettler, Massey, Burke, Garrigan & Kellman, 2018). Here we tested whether this passive + active advantage generalizes beyond factual learning to perceptual learning. Participants studied and classified images of butterfly genera using either: 1) Passive Only presentations, 2) Passive Initial Blocks followed by active, adaptive scheduling, 3) Passive Initial Category Exemplar followed by active, adaptive scheduling, or 4) Active Only learning. We found an advantage for combinations of active and passive presentations over Passive Only or Active Only presentations. Passive trials presented in initial blocks showed the best performance, paralleling earlier findings in factual learning. Combining active and passive learning produces greater learning gains than either alone, and these effects occur for diverse forms of learning, including perceptual learning.

The role of the hippocampus in passive and active spatial learning

Rats with lesions of the hippocampus or sham lesions were required in four experiments to escape from a square swimming pool by finding a submerged platform. Experiments 1 and 2 commenced with passive training in which rats were repeatedly placed on the platform in one corner—the correct corner—of a pool with distinctive walls. A test trial then revealed a strong preference for the correct corner in the sham but not the hippocampal group. Subsequent active training of being required to swim to the platform resulted in both groups acquiring a preference for the correct corner in the two experiments. In Experiments 3 and 4, rats were required to solve a discrimination between different panels pasted to the walls of the pool, by swimming to the middle of a correct panel. Hippocampal lesions prevented a discrimination being formed between panels of different lengths (Experiment 3), but not between panels showing lines of different orientations (Experiment 4); rats with sham lesions mastered both problems. It is suggested that an intact hippocampus is necessary for the formation of stimulus-goal associations that permit successful passive spatial leaning. It is further suggested that an intact hippocampus is not necessary for the formation of stimulus-response associations, except when they involve information about length or distance. © 2014 The Authors. Hippocampus Published by Wiley Periodicals, Inc.