scholarly journals An Assessment of Individuals’ Systems Thinking Skills via Immersive Virtual Reality Complex System Scenarios

Systems ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 40
Author(s):  
Vidanelage L. Dayarathna ◽  
Sofia Karam ◽  
Raed Jaradat ◽  
Michael A. Hamilton ◽  
Parker Jones ◽  
...  
Keyword(s):  
Complex System ◽  
Virtual Reality ◽  
Systems Thinking ◽  
Thinking Skills ◽  
Work Effort ◽  
System Usability Scale ◽  
Efficacy Measures ◽  
Perceived Workload ◽  
Nasa Tlx ◽  
User Friendly

This study utilized the application of authentic Virtual Reality (VR) to replicate the real-world complex system scenarios of a large retail supply chain. The proposed VR scenarios were developed based on an established systems thinking instrument that consists of seven dimensions: level of complexity, independence, interaction, change, uncertainty, systems’ worldview, and flexibility. However, in this study, we only developed the VR scenarios for the first dimension, level of complexity, to assess an individual’s Systems Thinking Skills (STS) when he or she engages in a turbulent virtual environment. The main objective of this study was to compare a student’s STS when using traditional ST instruments versus VR scenarios for the complexity dimension. The secondary aim was to investigate the efficacy of VR scenarios utilizing three measurements: Simulation Sickness Questionnaire (SSQ), System Usability Scale (SUS), and Presence Questionnaire (PQ). In addition to the three measures, NASA TLX assessment was also performed to assess the perceived workload with regards to performing the tasks in VR scenarios. The results show students’ preferences in the VR scenarios are not significantly different from their responses obtained using the traditional systems skills instrument. The efficacy measures confirmed that the developed VR scenarios are user friendly and lie in an acceptable region for users. Finally, the overall NASA TLX score suggests that users require 36% perceived work effort to perform the activities in VR scenarios.

scholarly journals Measuring Individuals’ Systems Thinking Skills through the Development of an Immersive Virtual Reality Complex System Scenarios

2020 ◽  
Author(s):  
Raed Jaradat ◽  
Michael Hamilton ◽  
Vidanelage Dayarathna ◽  
Sofia Karam ◽  
Parker Jones ◽  
...  
Keyword(s):  
Complex System ◽  
Virtual Reality ◽  
Systems Thinking ◽  
Thinking Skills ◽  
Immersive Virtual Reality

scholarly journals Assessment of workforce systems preferences/skills based on employment domain

2020 ◽  
Author(s):  
Raed Jaradat ◽  
Erin Stirgus ◽  
Simon Goerger ◽  
Randy Buchanan ◽  
Niamat Ullah Ibne Hossain ◽  
...  
Keyword(s):  
Complex System ◽  
Systems Thinking ◽  
Thinking Skills ◽  
System Of Systems ◽  
Research Show

Given the growing demand for a workforce with an understanding of system of systems, there is a need to assess an individual’s systems thinking skills. This research was undertaken to address this need by measuring an individual’s inclination to work on complex system problems based on their systems thinking score. This article investigates the correlation between employment domains and an individual’s systems thinking preferences/skills. Results of this research show that each employment domain is significantly different in their systems thinking preferences/skills profiles as well as significantly different in how the employment domains perceive change and their system’s worldview.

scholarly journals Integrating virtual reality in qualitative research methods: Making a case for the VR-assisted interview

2021 ◽  
Vol 14 (2) ◽  
pp. 205979912110307
Author(s):  
Dennis Mathysen ◽  
Ignace Glorieux
Keyword(s):  
Virtual Reality ◽  
Social Science ◽  
Social Science Research ◽  
Science Research ◽  
Structured Interview ◽  
Good Effect ◽  
Valuable Alternative ◽  
Specialized Hardware ◽  
User Friendly ◽  
First Time

Virtual reality (VR) is still very much a niche technology despite its increasing popularity since recent years. VR has now reached a point where it can offer photorealistic experiences, while also being consumer-friendly and affordable. However, so far only a very limited amount of software has been developed for the specific purpose of conducting (social science) research. In this article, we illustrate that integrating virtual reality to good effect in social science research does not necessarily require specialized hardware or software, an abundance of expertise regarding VR-technology or even a large budget. We do this by discussing our use of a method we have come to call ‘VR-assisted interviews’: conducting a (semi-structured) interview while respondents are confronted with a virtual environment viewed via a VR-headset. This method allows respondents to focus on what they are seeing and experiencing, instead of having them worry about how to operate a device and navigate an interface they are using for the first time. ‘VR-assisted interviews’ are very user-friendly for respondents but also limits options for interactiveness. We believe this method can be a valuable alternative, both because of methodological and practical considerations, for more complex applications of VR-technology in social science research.

scholarly journals Beyond the Central Dogma: Model-Based Learning of How Genes Determine Phenotypes

2016 ◽  
Vol 15 (1) ◽  
pp. ar4 ◽  
Author(s):  
Adam Reinagel ◽  
Elena Bray Speth
Keyword(s):  
Case Studies ◽  
Molecular Genetics ◽  
Systems Thinking ◽  
Protein Function ◽  
Model Building ◽  
Thinking Skills ◽  
Skills Acquisition ◽  
Model Based ◽  
Scaffolded Instruction ◽  
Introductory Biology Course

In an introductory biology course, we implemented a learner-centered, model-based pedagogy that frequently engaged students in building conceptual models to explain how genes determine phenotypes. Model-building tasks were incorporated within case studies and aimed at eliciting students’ understanding of 1) the origin of variation in a population and 2) how genes/alleles determine phenotypes. Guided by theory on hierarchical development of systems-thinking skills, we scaffolded instruction and assessment so that students would first focus on articulating isolated relationships between pairs of molecular genetics structures and then integrate these relationships into an explanatory network. We analyzed models students generated on two exams to assess whether students’ learning of molecular genetics progressed along the theoretical hierarchical sequence of systems-thinking skills acquisition. With repeated practice, peer discussion, and instructor feedback over the course of the semester, students’ models became more accurate, better contextualized, and more meaningful. At the end of the semester, however, more than 25% of students still struggled to describe phenotype as an output of protein function. We therefore recommend that 1) practices like modeling, which require connecting genes to phenotypes; and 2) well-developed case studies highlighting proteins and their functions, take center stage in molecular genetics instruction.

Holistic and reductionist thinker : a comparison study based on individuals’ skillset and personality types

2021 ◽  
Author(s):  
Morteza Nagahi ◽  
Raed Jaradat ◽  
Safae El Amrani ◽  
Michael Hamilton ◽  
Simon Goerger
Keyword(s):  
Complex System ◽  
Systems Thinking ◽  
Good Accuracy ◽  
Demographic Characteristics ◽  
Personality Types ◽  
Comparison Study ◽  
Complex Environments ◽  
The Relationship

As organizations operate in turbulent and complex environments, it has become a necessity to assess the systems thinking (ST) skills, personality types (PTs), and demographics of practitioners. In this study, we investigated the relationship between practitioners’ ST profile, their PTs profiles and demographic characteristics in the domain of complex system problems. The objective of this study is to address the current gap in the literature – lack of studies dedicated to predicting practitioners’ ST profile based on their PTs and demographics characteristics. A total of 258 practitioners with different demographics and PTs provided the data. The results show that (1) practitioners can be classified based on their ST skills scores into two clusters: holistic and reductionist (that is, ST profile), (2) each cluster has different PTs profiles and demographic characteristics, and (3) practitioner’s ST profile can be predicted, with good accuracy, based on their PTs profile and demographic characteristics.

scholarly journals Virtual Reality Training Applications in Industry - Towards a User-friendly Application Design

2021 ◽  
pp. 59-80
Author(s):  
Benjamin Knoke ◽  
◽  
Moritz Quandt ◽  
Michael Freitag ◽  
Klaus-Dieter Thoben
Keyword(s):  
Virtual Reality ◽  
Technology Acceptance ◽  
User Interfaces ◽  
Interface Design ◽  
Design Guidelines ◽  
Electrical Safety ◽  
Industrial Training ◽  
Current State ◽  
Vr Training ◽  
User Friendly

The purpose of this research is to aggregate and discuss the validity of challenges and design guidelines regarding industrial Virtual Reality (VR) training applications. Although VR has seen significant advancements in the last 20 years, the technology still faces multiple research challenges. The challenges towards industrial VR applications are imposed by a limited technological maturity and the need to achieve industrial stakeholders' technology acceptance. Technology acceptance is closely connected with the consideration of individual user requirements for user interfaces in virtual environments. This paper analyses the current state-of-the-art in industrial VR applications and provides a structured overview of the existing challenges and applicable guidelines for user interface design, such as ISO 9241-110. The validity of the identified challenges and guidelines is discussed against an industrial training scenario on electrical safety during maintenance tasks.

scholarly journals Enhancement and assessment of students’ systems thinking skills by application of systemic synthesis questions in the organic chemistry course

2016 ◽  
Vol 81 (12) ◽  
pp. 1455-1471 ◽  
Author(s):  
Tamara Hrin ◽  
Dusica Milenkovic ◽  
Mirjana Segedinac ◽  
Sasa Horvat
Keyword(s):  
Organic Chemistry ◽  
Systems Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Assessment Tools ◽  
School Students ◽  
Complex Dimension ◽  
Complex Process ◽  
Different Types ◽  
Teaching Learning

Many studies in the field of science education have emphasized the fact that systems thinking is a very important higher-order thinking skill which should be fostered during classes. However, more attention has been dedicated to the different ways of systems thinking skills assessment, and less to their enhancement. Taking this into consideration, the goal of our study was not only to validate secondary school students? systems thinking skills, but also to help students in the complex process of their development. With this goal, new instructional and assessment tools - systemic synthesis questions [SSynQs], were constructed, and an experiment with one experimental (E) and one control (C) group was conducted during organic chemistry classes. Namely, the instructional teaching/learning method for both E and C groups was the same in processing the new contents, but different on classes for the revision of the selected organic chemistry contents. The results showed that students exposed to the new instructional method (E group) achieved higher performance scores on three different types of systems thinking than students from the C group, who were taught by the traditional method. The greatest difference between the groups was found in the most complex dimension of systems thinking construct - in the II level of procedural systems thinking. Along with this dimension, structural systems thinking and I level of procedural systems thinking were also observed.

scholarly journals A Graded Exposure, Locomotion-Enabled Virtual Reality App During Walking and Reaching for Individuals With Chronic Low Back Pain: Cohort Gaming Design (Preprint)

2020 ◽  
Author(s):  
Rebecca White Hennessy ◽  
Deanna Rumble ◽  
Mike Christian ◽  
David A Brown ◽  
Zina Trost
Keyword(s):  
Virtual Reality ◽  
Low Back Pain ◽  
Back Pain ◽  
Chronic Low Back Pain ◽  
Perceived Exertion ◽  
Rating Of Perceived Exertion ◽  
Low Back ◽  
Progressive Movement ◽  
System Usability Scale ◽  
Graded Exposure

BACKGROUND Chronic low back pain (cLBP) can interfere with daily activities, and individuals with elevated pain-related fear (also known as kinesiophobia or the fear of injury due to movement) can develop worse long-term disability. Graded exposure (GEXP) protocols use successive participation in avoided activities to help individuals overcome fearful movement appraisals and encourage activity. We sought to develop a series of GEXP virtual reality (VR) walking and reaching scenarios to increase the exposure and engagement of people with high kinesiophobia and cLBP. OBJECTIVE This study aims to (1) determine GEXP content validity of the VR application and (2) determine the feasibility of individuals with cLBP performing locomotion-enabled physical activities. METHODS We recruited 13 individuals with cLBP and high pain-related fear to experience six VR modules, which provide progressive movement exposure over three sessions in a 1 week period. At session 1, participants ranked each module by likelihood to avoid and assigned an expected pain and concern for harming their back rating to each module. Participants provided a rating of perceived exertion (RPE) after experiencing each module. To test feasibility, we administered the system usability scale (SUS) and treatment evaluation inventory (TEI) following the final session. In addition, we measured pain and pain-related fear at baseline and follow-up. RESULTS The 12 participants who completed the study period assigned higher avoidance (<i>P</i>=.002), expected pain (<i>P</i>=.002), and expected concern (<i>P</i>=.002) for session 3 modules compared with session 1 modules. RPE significantly increased from session 1 (mean 14.8, SD 2.3) to session 3 (mean 16.8, SD 2.2; <i>P</i>=.009). The VR application showed positive feasibility for individuals with cLBP through acceptable SUS (mean 76.7, SD 13.0) and TEI (mean 32.5, SD 4.9) scores. Neither pain (<i>P</i>=.20) nor pain-related fear (<i>P</i>=.58) changed significantly across sessions. CONCLUSIONS The GEXP VR modules provided progressive exposure to physical challenges, and participants found the VR application acceptable and usable as a potential treatment option. Furthermore, the lack of significant change for pain and pain-related fear reflects that participants were able to complete the modules safely.

Methylphenidate Effect in Children With ADHD Can Be Measured by an Ecologically Valid Continuous Performance Test Embedded in Virtual Reality

CNS Spectrums ◽  
2010 ◽  
Vol 15 (2) ◽  
pp. 125-130 ◽  
Author(s):  
Yehuda Pollak ◽  
Hanan Barhoum Shomaly ◽  
Patrice L. Weiss ◽  
Albert A. Rizzo ◽  
Varda Gross-Tsur
Keyword(s):  
Virtual Reality ◽  
Classroom Environment ◽  
Performance Test ◽  
Assessment Tool ◽  
Similar Degree ◽  
Continuous Performance ◽  
Double Blind ◽  
Children With Adhd ◽  
Feedback Questionnaire ◽  
User Friendly

ABSTRACTBackground: Continuous performance tasks (CPTs) embedded in a virtual reality (VR) classroom environment have been shown to be a sensitive and user-friendly assessment tool to detect cognitive deficits related to attention-deficit/hyperactivity disorder (ADHD). The aim of the current study was to compare the performance of children with ADHD on a VR-CPT while on and off treatment with methylphenidate (MPH) and to compare the VR-CPT to a cgrrently used CPT, Test of Variables of Attention (TOVA).Methods:Twenty-seven children with ADHD underwent the VR-CPT, the same CPT without VR (no VR-CPT), and theTOVA, 1 hour after the. ingestion of either placebo or 0.3 mg/kg MPH, in a double-blind, placebo-controlled, crossover design. Immediately following CPT, subjects described their subjective experiences on the Short Feedback Questionnaire.Results: MPH reduced omission errors to a greater extent on the VR-CPT compared to the no VR-CPT and the TOVA, and decreased other CPT measures on all types of CPT to a similar degree. Children rated the VR-CPT as more enjoyable compared to the other types of CPT.Conclusions: It is concluded that the VR-CPT is a sensitive and user-friendly assessment tool in measuring the response to MPH in children with ADHD.

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