Effects of 3D virtual simulators in the introductory wind energy course: a tool for teaching engineering concepts. Innovative Teaching, 2, 7.

No abstract

The present study investigated the influence of 3D multimodal visualization and learning rehearsal on memory recall. Participants (N = 175 college students ranging from 21 to 25 years) were assigned to different training conditions and rehearsal processes to learn a list of 14 terms associated with construction of a wood-frame house. They then completed a memory test determining their cognitive ability to free recall the definitions of the 14 studied terms immediately after training and rehearsal. The audiovisual modality training condition was associated with the highest accuracy, and the visual- and auditory-modality conditions with lower accuracy rates. The no-training condition indicated little learning acquisition. A statistically significant increase in performance accuracy for the audiovisual condition as a function of rehearsal suggested the relative importance of rehearsal strategies in 3D observational learning. Findings revealed the potential application of integrating virtual reality and cognitive sciences to enhance learning and teaching effectiveness.

The intramodal relation between perceptual similarity and categorization performance in a psychological space, as indicated by multidimensional scaling (MDS) analysis of similarity judgments, was explored. Participants learned to classify transformed object shapes into three categories either visually or haptically via different training procedures (either random or systematic), followed by a transfer test. Learning modulated the psychological spaces, but this effect was more prevalent with haptic than with visual tasks. A prototype model for similarity ratings was illustrated in MDS space. The prototypes were multidimensionally scaled at the center of a category, rather than mirroring the bidirectional paths of their origins. Although they converged at the apex of two transformational trajectories, the category prototypes anchored at the centroid of their respective categories and became more structured as a function of learning. The reduced tendency to make errors (i.e., higher accuracy) in recognizing and classifying the category prototypes suggested that prototypical representation of a category abstracted from exemplar averaging functioned more as novel, rather than familiar, information. Findings were discussed in terms of transformational knowledge, categorical representation in three-dimensional (3D) space, and intramodal visual and haptic similarity.

Objectives: To assess knowledge, attitude, and practice on plastic waste mitigation and associated factors among students at Thang Long University and the University of Labour and Social Affairs, Hanoi, Vietnam, in the academic year 2021-2022. Methodology: A cross-sectional study was conducted on 565 undergraduate students at two universities using a stratified random sampling technique. Study subjects were requested to respond online via the administered questionnaire. The questionnaire includes general information (7 questions); knowledge on reducing plastic pollution (13 questions); attitudes on reducing plastic pollution (8 questions); and practice on reducing plastic pollution (10 questions). The reliability of the questionnaire is acceptable (Cronbach's α = 0.610). The data was entered with Excel and then analyzed in SPSS version 22.0. Results: The results revealed that 42.7% of the surveyed students showed adequate knowledge, 97.5% had an adequate attitude, and 82.5% had adequate practice on plastic waste pollution mitigation. Findings also showed that students who had inadequate knowledge were 4.5 times more likely to have inadequate attitudes than those who did not (OR = 4.5; 95% CI (1.0–42.5), p < 0.05). Students who had an inadequate attitude were 3.6 times more likely to have inadequate practice than those who did not (OR = 3.6; 95% CI (1.02–12.4); p < 0.05). Students who had inadequate knowledge were 2.5 times more likely to have inadequate practice than those who did not (OR = 2.5; 95% CI (1.5–4.3); p < 0,001). Recommendations: The study strongly suggested an in-depth investigation to explore potential associated factors with knowledge, attitude, and practice on plastic waste mitigation among university students, such as gender, age, academic majors, living place, and sources of accessing information on plastic waste pollution mitigation.