scholarly journals Using online simulations to teach biochemistry laboratory content during COVID ‐19

2020 ◽  
Vol 48 (5) ◽  
pp. 509-510
Author(s):  
Maurizio Costabile
Keyword(s):  
Online Simulations

Practical Work or Simulations? Voices of Millennial Digital Natives

2021 ◽  
pp. 004723952110189
Author(s):  
Promail K.Y. Leung ◽  
Maurice M.W. Cheng
Keyword(s):  
Virtual World ◽  
Electronic Devices ◽  
Digital Natives ◽  
Practical Work ◽  
Group Interview ◽  
Experiment Study ◽  
Electric Circuits ◽  
Online Simulations ◽  
Validated Instrument ◽  
Quasi Experiment Study

Students nowadays grow up with electronic devices and are adept at navigating the virtual world. Practical activities may be more of a novelty for them than simulations. Using the topic of electric circuits as a context, we examined the ways in which Grade 11 students perceived and learned from practical work and simulations, respectively. In this quasi-experiment study, a group of 19 students used a free online simulations package “Circuit Construction Kit,” while another group of 17 students learnt through practical work. We administered a validated instrument to both groups and found that practical work and simulations supported students’ learning in similar ways. The interventions were then reversed so that all participants experienced both practical work and simulations. Finally, seven students from each group were selected for a group interview. Through the interviews, we identified features of simulations and practical work respectively that students believed contributed to their learning.

Online viewers’ choices over advertisement number and duration

2020 ◽  
Vol 14 (2) ◽  
pp. 215-238
Author(s):  
Stephen Nettelhorst ◽  
Laura Brannon ◽  
Angela Rose ◽  
Whitney Whitaker
Keyword(s):  
Exposure Time ◽  
Design Methodology ◽  
Persuasive Messages ◽  
Content Type ◽  
Independent Variables ◽  
Research Designs ◽  
Total Exposure Time ◽  
Online Simulations ◽  
Independent Variable ◽  
Two Independent Variables

Purpose The purpose of this study is to investigate online viewers’ preferences concerning the number and duration of video advertisements to watch during commercial breaks. The goal of the investigations was to assess whether online viewers preferred watching a fewer number of advertisements with longer durations or a greater number of advertisements with shorter durations. Design/methodology/approach Two studies used experimental research designs to assess viewers’ preferences regarding advertisements. These designs used two independent variables and one dependent variable. The first independent variable manipulated the type of choice options given to online viewers (e.g. one 60 s or two 30 s advertisements). The second independent variable manipulated when the choice was given to online viewers (i.e. at the beginning of the viewing experience or in the middle of the experience). The dependent variable measured viewers’ choices concerning their preferred advertisement option. Findings The results across both studies found that participants made choices that minimized total advertisement exposure time when possible. When minimizing total exposure time was not possible, participants made choices that minimized the number of exposures instead. Originality/value These investigations extend the literature on advertisement choice by examining online viewers’ preferences about the format of their advertising experience rather than the content of the persuasive messages themselves. In addition, these investigations provide value by investigating viewers’ responses to stimuli within realistic online simulations rather than abstract hypotheticals.

Supervised Learning for Arrival Time Estimations in Restaurant Meal Delivery

2021 ◽  
Author(s):  
Florentin D. Hildebrandt ◽  
Marlin W. Ulmer
Keyword(s):  
Supervised Learning ◽  
Arrival Time ◽  
Computational Study ◽  
Time Estimation ◽  
Computational Time ◽  
Arrival Times ◽  
Meal Preparation ◽  
Online Simulation ◽  
Online Simulations ◽  
Meal Delivery

Restaurant meal delivery companies have begun to provide customers with meal arrival time estimations to inform the customers’ selection. Accurate estimations increase customer experience, whereas inaccurate estimations may lead to dissatisfaction. Estimating arrival times is a challenging prediction problem because of uncertainty in both delivery and meal preparation process. To account for both processes, we present an offline and online-offline estimation approaches. Our offline method uses supervised learning to map state features directly to expected arrival times. Our online-offline method pairs online simulations with an offline approximation of the delivery vehicles’ routing policy, again achieved via supervised learning. Our computational study shows that both methods perform comparably to a full near-optimal online simulation at a fraction of the computational time. We present an extensive analysis on how arrival time estimation changes the experience for customers, restaurants, and the platform. Our results indicate that accurate arrival times not only raise service perception but also improve the overall delivery system by guiding customer selections, effectively resulting in faster delivery and fresher food.

scholarly journals Online simulations of ambulatory care for medical residents

2005 ◽  
Vol 39 (5) ◽  
pp. 527-528
Author(s):  
Rene W G Wong ◽  
Heather Lochnan
Keyword(s):  
Ambulatory Care ◽  
Medical Residents ◽  
Online Simulations

Dissection and Simulation

2011 ◽  
Vol 15 (3) ◽  
pp. 185-200 ◽  
Author(s):  
Norm Friesen ◽  
Keyword(s):  
Educational Experience ◽  
Educational Value ◽  
Hermeneutic Phenomenological ◽  
Online Simulations

The increasing use of online simulations as replacements for animal dissection in the classroom or lab raises important questions about the nature of simulation itself and its relationship to embodied educational experience. This paper addresses these questions first by presenting a comparative hermeneutic-phenomenological investigation of online and offline dissection. It then interprets the results of this study in terms of Borgmann’s (1992) notion of the intentional “transparency” and “pliability” of simulated hyperreality. It makes the case that it is precisely encumbrance and disruption—elements that are by definition excluded from simulations and interfaces—which give dissection its educational value.

scholarly journals Best Practices for the Law of the Horse: Teaching Cyberlaw and Illuminating Law Through Online Simulations

2016 ◽  
Author(s):  
Ira Steven Nathenson
Keyword(s):  
Best Practices ◽  
Legal Education ◽  
Role Playing ◽  
School Curriculum ◽  
Law School ◽  
Law Schools ◽  
Direct Response ◽  
Legal Doctrine ◽  
Online Simulations ◽  
The Law

In an influential 1996 article entitled Cyberspace and the Law of the Horse, Judge Frank Easterbrook mocked cyberlaw as a subject lacking in cohesion and therefore unworthy of inclusion in the law school curriculum. Responses to Easterbrook, most notably that of Lawrence Lessig in his 1999 article The Law of the Horse: What Cyberlaw Might Teach, have taken a theoretical approach. However, this Article — also appropriating the “Law of the Horse” moniker — concludes that Easterbrook’s challenge is primarily pedagogical, requiring a response keyed to whether cyberlaw ought to be taught in law schools. The Article concludes that despite Easterbrook’s concerns, cyberlaw presents a unique opportunity for legal educators to provide capstone learning experiences through role-playing simulations that unfold on the live Internet. In fact, cyberlaw is a subject particularly well-suited to learning through techniques that immerse students in the very technologies and networks that they are studying. In light of recommendations for educational reform contained in the recent studies Best Practices for Legal Education and the Carnegie Report, the Article examines the extent to which “Cybersimulations” are an ideal way for students to learn — in a holistic and immersive manner — legal doctrine, underlying theory, lawyering skills, and professional values. The Article further explains how the simulations were developed and provides guidance on how they can be created by others. The Article concludes with a direct response to Easterbrook, arguing that cyberlaw can indeed “illuminate” the entire law.

Online Simulations and Gamification

2021 ◽  
pp. 237-261
Author(s):  
Terri L. Wilkin
Keyword(s):  
Higher Education ◽  
Life Events ◽  
Real Life ◽  
Holistic Approach ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Method ◽  
Online Higher Education ◽  
Decision Making Problem ◽  
Online Simulations

Higher education has seen a dramatic increase in the number of courses and programs offered in an online environment over the past two decades. As most online educational courses are asynchronous in nature, ensuring that applied learning happens in scenarios that replicate real-life events is of utmost importance especially in certain disciplines such as emergency and disaster management. With the advent of newer and advanced technologies, online gamifications and simulations offer a learning method that requires the students to use decision-making, problem solving, and critical thinking skills in a fictional scenario that imitates events that individuals in the particular career field will experience. This chapter is an examination of the use of gamifications and simulations in online higher education highlighting a holistic approach to gaming and simulations designed and implemented across an undergraduate emergency and disaster program.

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