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- Höst, Gunnar E., 1976-, et al.
(författare)
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A Case-Based Study of Students' Visuohaptic Experiences of Electric Fields around Molecules : Shaping the Development of Virtual Nanoscience Learning Environments
- 2013
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Ingår i: Education Research International. - : Hindawi Publishing Corporation. - 2090-4002 .- 2090-4010. ; 2013
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Tidskriftsartikel (refereegranskat)abstract
- Recent educational research has suggested that immersive multisensory virtual environments offer learners unique and exciting knowledge-building opportunities for the construction of scientific knowledge. This paper delivers a case-based study of students’ immersive interaction with electric fields around molecules in a multisensory visuohaptic virtual environment. The virtual architecture presented here also has conceptual connections to the flourishing quest in contemporary literature for the pressing need to communicate nanoscientific ideas to learners. Five upper secondary school students’ prior conceptual understanding of electric fields and their application of this knowledge to molecular contexts, were probed prior to exposure to the virtual model. Subsequently, four students interacted with the visuohaptic model while performing think-aloud tasks. An inductive and heuristic treatment of videotaped verbal and behavioural data revealed distinct interrelationships between students’ interactive strategies implemented when executing tasks in the virtual system and the nature of their conceptual knowledge deployed. The obtained qualitative case study evidence could serve as an empirical basis for informing the rendering and communication of overarching nanoscale ideas. At the time of composing this paper for publication in the current journal, the research findings of this study have been put into motion in informing a broader project goal of developing educational virtual environments for depicting nanophenomena.
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- Höst, Gunnar E., 1976-, et al.
(författare)
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Students' Use of Three Different Visual Representations To Interpret Whether Molecules Are Polar or Nonpolar
- 2012
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Ingår i: Journal of Chemical Education. - Washington, DC : American Chemical Society (ACS). - 0021-9584 .- 1938-1328. ; 89:12, s. 1499-1505
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Tidskriftsartikel (refereegranskat)abstract
- Visualizing molecular properties is often crucial for constructing conceptual understanding in chemistry. However, research has revealed numerous challenges surrounding students' meaningful interpretation of the relationship between the geometry and electrostatic properties of molecules. This study explored students' (n = 18) use of three visual representations of electrostatic potential to interpret whether molecules are polar or nonpolar. The representations consisted of red and blue 'lobes' (termed RB) indicating regions of negative and positive potential, a color gradient mapping electrostatic potential on a molecular surface (MAP), and a rendering of the interface between regions of positive and negative potential (ISO). Data on students' accuracy, time-on-task, and evaluation related to the three visual modes were collected via a Web-based questionnaire. ANOVA indicated that students were significantly more accurate in interpreting ISO representations, although almost half evaluated this mode as the most difficult to use. Furthermore, students took significantly longer to interpret complex molecules than simple molecules using ISO and RB. The results indicate that there may be possible pedagogical benefits in using unconventional visual representations that reduce visual complexity by making molecular relationships explicit. Hence, this has implications for future work on the role of cognitively mapping between different instructional visualizations in the development of fundamental chemical concepts.
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- Lundin, J., et al.
(författare)
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Using 360-degree videos for virtual reality exposure in CBT for panic disorder with agoraphobia : A feasibility study
- 2022
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Ingår i: Behavioural and Cognitive Psychotherapy. - : Cambridge University Press (CUP). - 1352-4658 .- 1469-1833. ; 50:2, s. 158-170
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Tidskriftsartikel (refereegranskat)abstract
- Background: Cognitive behavioural therapy (CBT) is an effective treatment for panic disorder with agoraphobia (PDA). However, implementation of some of the procedures involved, particularly in vivo exposure, can be time consuming and taxing for routine health care services. CBT with exposure taking place in virtual reality (VR-CBT) is a more time-efficient option and has shown promising results in the treatment of PDA. However, VR-CBT requires expensive equipment and appropriate virtual environments, which historically has been costly and cumbersome to produce. Thus, access to VR-CBT has been sparse in regular care environments. Aims: The aim of this study was to investigate whether VR-CBT using filmed virtual environments produced with a low-cost 360-degree film camera can be a feasible and acceptable treatment for PDA when implemented in a primary care context. Method: This was an open feasibility trial with a within-group design, with assessments conducted at pre-test, post-test, and 6-month follow-up. Participants (n = 12) received a 10-12 week treatment programme of VR-CBT and PDA-related symptoms were assessed by the primary outcome measure The Mobility Inventory for Agoraphobia (MIA) and the Panic-Disorder Severity Scale-Self Rated (PDSS-SR). Results: The results showed that treatment satisfaction was high and participants were significantly improved on PDA-related measures at post-treatment and at 6-month follow-up with large effect sizes (Cohen's d range = 1.46-2.82). All 12 participants completed the treatment. Conclusions: These findings suggest that VR-CBT with 360-degree video virtual environments delivered to primary care patients with PDA is feasible, acceptable, and potentially efficacious.
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- Lundin Palmerius, Karljohan, et al.
(författare)
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An Interactive and Multi-sensory Learning Environment for Nano Education
- 2012
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Ingår i: Haptic and Audio Interaction Design. - Berlin Heidelberg : Springer Berlin/Heidelberg. - 9783642327957 - 9783642327964 ; , s. 81-90
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Konferensbidrag (refereegranskat)abstract
- This book constitutes the refereed proceedings of the 7th International Conference on Haptic and Audio Interaction Design, HAID 2012, held in Lund, Sweden, in August 2012. The 15 full papers presented were carefully reviewed and selected from numerous submissions. The papers are organized in topical sections on haptics and audio in navigation, supporting experiences and activities, object and interface, test and evaluation.
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- Savage, C., et al.
(författare)
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Turning the tables : When the student teaches the professional - A case description of an innovative teaching approach as told by the students
- 2011
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 31:8, s. 803-808
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Tidskriftsartikel (refereegranskat)abstract
- Background: Is it possible to increase the value, meaningfulness, and relevance of a course experience by integrating it with the healthcare context? Students and teachers from a course on organization, learning and leadership sought to explore this possibility through a collaborative effort with nurses from an affiliated teaching hospital. Methods: Working as teachers, students created continuing nursing education (CNE) courses using the Adaptive Reflection process. The students and teachers then researched the experience in terms of: 1) content analysis of student self-reflections (discussion notes and logbooks) on the learning process, 2) a student self-assessed outcome achievement survey, and 3) perceived relevance of the CNE courses by the clinical nurse educators. Results: Thirteen nursing students created three CNE courses together with sixteen nurses. Each course consisted of multiple 20-minute long web-based modules with automatic formative feedback. In the process, students exceeded course outcome-levels, journeyed from chaos to confidence and experienced new ways of viewing the group and their own capabilities. Conclusions: The innovative design of the course moved the focus from student-centered learning to learning by contributing to health care. Working in a real world context, the content of the students' efforts and the skills they developed not only met course requirements, but were also aligned with the needs of the wards. This contribution was valued by the students and the RNs which enhanced students' feelings of self-confidence. Further research lies in testing the model in other contexts.
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- Schönborn, Konrad J., et al.
(författare)
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Visualizing the Positive−Negative Interface of Molecular Electrostatic Potentials as an Educational Tool for Assigning Chemical Polarity
- 2010
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Ingår i: Journal of Chemical Education. - : American Chemical Society (ACS). - 0021-9584 .- 1938-1328. ; 87:12, s. 1342-1343
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Tidskriftsartikel (refereegranskat)abstract
- To help in interpreting the polarity of a molecule, charge separation can be visualized by mapping the electrostatic potential at the van der Waals surface using a color gradient or by indicating positive and negative regions of the electrostatic potential using different colored isosurfaces. Although these visualizations capture the molecular charge distribution efficiently, using them to deduce overall polarity requires students to engage in the potentially demanding process of interpreting the relative positions of electron-rich and electron-poor areas. We present a visual tool that could help students assign polarity by exploiting the unique topography of the interface between negative and positive regions of electrostatic potential surrounding a molecule. Specifically, the tool renders the electrostatic potential isosurface(s) of a molecule obtained when the isovalue is set at 0. Examples of polar and nonpolar molecules are discussed.
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