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Das Ziel dieser Bachelorarbeit ist es, ein einfach verständliches Simulationsmodell zur Darstellung der Wirkung von Kabelschirmen bei Betrachtung verschiedener Schirmauflageverfahren zu entwickeln. Die erarbeiteten Ergebnisse decken sich mit der allgemein vertretenen Meinung, dass die beste Schirmwirkung durch eine beidseitige und flächige Schirmauflage erzielt wird. Zuerst werden Grundlagen erklärt, wobei sich auf relevante Literatur bezogen wird. Daraus wird das Simulationsmodell hergeleitet, dessen Ergebnisse anhand von theoretischen Überlegungen und praktischen Messungen überprüft werden. Die vorliegende Arbeit ist interessant für Ingenieurinnen und Ingenieure der Automatisierungstechnik in der Prozess- und Fertigungsindustrie, die ein grundlegendes Verständnis für relevante Effekte der Kabelschirmung bilden wollen.
Background: Virtual reality (VR) is increasingly used as simulation technology in emergency medicine education and training, in particular for training nontechnical skills. Experimental studies comparing teaching and learning in VR with traditional training media often demonstrate the equivalence or even superiority regarding particular variables of learning or training effectiveness.
Objective: In the EPICSAVE (Enhanced Paramedic Vocational Training with Serious Games and Virtual Environments) project, a highly immersive room-scaled multi-user 3-dimensional VR simulation environment was developed. In this feasibility study, we wanted to gain initial insights into the training effectiveness and media use factors influencing learning and training in VR.
Methods: The virtual emergency scenario was anaphylaxis grade III with shock, swelling of the upper and lower respiratory tract, as well as skin symptoms in a 5-year-old girl (virtual patient) visiting an indoor family amusement park with her grandfather (virtual agent). A cross-sectional, one-group pretest and posttest design was used to evaluate the training effectiveness and quality of the training execution. The sample included 18 active emergency physicians.
Results: The 18 participants rated the VR simulation training positive in terms of training effectiveness and quality of the training execution. A strong, significant correlation (r=.53, P=.01) between experiencing presence and assessing training effectiveness was observed. Perceived limitations in usability and a relatively high extraneous cognitive load reduced this positive effect.
Conclusions: The training within the virtual simulation environment was rated as an effective educational approach. Specific media use factors appear to modulate training effectiveness (ie, improvement through “experience of presence” or reduction through perceived limitations in usability). These factors should be specific targets in the further development of this VR simulation training.
With an increasing complexity and scale, sufficient evaluation of Information Systems (IS) becomes a challenging and difficult task. Simulation modeling has proven as suitable and efficient methodology for evaluating IS and IS artifacts, presupposed it meets certain quality demands. However, existing research on simulation modeling quality solely focuses on quality in terms of accuracy and credibility, disregarding the role of additional quality aspects. Therefore, this paper proposes two design artifacts in order to ensure a holistic quality view on simulation quality. First, associated literature is reviewed in order to extract relevant quality factors in the context of simulation modeling, which can be used to evaluate the overall quality of a simulated solution before, during or after a given project. Secondly, the deduced quality factors are integrated in a quality assessment framework to provide structural guidance on the quality assessment procedure for simulation. In line with a Design Science Research (DSR) approach, we demonstrate the eligibility of both design artifacts by means of prototyping as well as an example case. Moreover, the assessment framework is evaluated and iteratively adjusted with the help of expert feedback.