Usalpharma: A Software Architecture to Support Learning in Virtual Worlds

Cruz-Benito, Juan; Maderuelo, Cristina; García‐Peñalvo, Francisco José; Therón, Roberto; Pérez-Blanco, Jonás Samuel; Gómez, Hinojal Zazo; Martín-Suárez, Ana

doi:10.1109/rita.2016.2589719

Cited by 10 publications

(6 citation statements)

References 23 publications

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“…A factor that may have influenced this number was the focus to apply digital serious games to patient care. It is worth mentioning that there are studies on digital serious games in other areas of pharmacy education (such as drug production) (Cruz-Benito et al, 2016; Dudzinski et al, 2013; Ee et al, 2018; Wang et al, 2016) that were excluded from this review. Thus, given its purpose, the number of included studies may not reflect the use of digital serious games in other areas of pharmacy education.…”

Section: Discussionmentioning

confidence: 99%

Effect of Digital Serious Games Related to Patient Care in Pharmacy Education: A Systematic Review

Silva

Pereira

Araújo

et al. 2021

Simulation & Gaming

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Background. In recent years, the use of digital serious games in the education of healthcare students and professionals has been frequent. However, there are no high-level evidence studies focused on the effect of this tool in the development of patient care-related competencies in pharmacy education. Aim. To assess the effect of digital serious games on learning about patient care in pharmacy education. Methods. The Cochrane Library, ERIC, Embase, IPA, LILACS, PubMed, Scopus, and Web of Science databases were reviewed to identify relevant studies published up to October 2, 2018. Standardized and non-standardized terms including “games,” “serious games,” “pharmacy education,” “pharmacists,” and “pharmacy students” were used as search terms. The quality of the studies was assessed using validated tools. Results and Discussion. Of the 1,521 studies reviewed, seven met the eligibility criteria. Three studies were performed in the United States (42.85%). The most-frequent design studies were randomized controlled studies (n = 3; 42.85%). The number of participants ranged between 6 and 354. In most cases, game scenarios were based on simulations in which users performed the role of the pharmacist (n = 5; 71.42%). The predominant primary outcome was attitudes (n = 5; 71.42%) related to patient care. Only one study (14.27%) demonstrated significant improvements in the assessed primary outcomes. The methodology of the included studies lacked robustness. Conclusion. The effect of learning technological tools on patient care-related competencies was not significant in most of the included studies. Future studies must provide high-quality, integrated-manner evidence on the effect of digital serious games in pharmacy education (knowledge, skills, and attitudes) to facilitate the transfer of learning to real-life scenarios and changes in organizational practices.

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Section: Discussionmentioning

confidence: 99%

Effect of Digital Serious Games Related to Patient Care in Pharmacy Education: A Systematic Review

Silva

Pereira

Araújo

et al. 2021

Simulation & Gaming

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“…In comparison to other VW solutions [16,17,23], our platform does not require additional hardware interfaces for motion capture or cameras for tracking users. Moreover, our solution provides synchronized multi-user interaction in the collaborative environment and 3D photorealistic rendering.…”

Section: Technology Evaluation Methodsmentioning

confidence: 99%

“…The users made various decisions during the testing process and based on the results after the evaluation, the authors concluded that the simulation was not yet ready to replace the real-world training. Cruz-Benito et al [17] introduced a Usalpharma software architecture for learning inside VWs. Usalpharma was a cloud-based architecture with the purpose to extend and enhance the training environments based on VWs.…”

Section: Related Workmentioning

confidence: 99%

VoRtex Metaverse Platform for Gamified Collaborative Learning

2022

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Metaverse platforms are becoming an increasingly popular form of collaboration within virtual worlds. Such platforms provide users with the ability to build virtual worlds that can simulate real-life experiences through different social activities. In the paper, we introduce a novel platform that provides assistive tools for building an educational experience in virtual worlds and overcoming the boundaries caused by pandemic situations. Therefore, the authors developed a high-level software architecture and design for a metaverse platform named VoRtex. VoRtex is primarily designed to support collaborative learning activities with the virtual environment. It is designed to support educational standards and it represents an open-source accessible solution developed using modern technology stack and metaverse concepts. For this study, we conducted a comparative analysis of the implemented VoRtex prototype and some popular virtual world platforms using Mannien’s matrix. Afterwards, based on the comparison, we evaluated the potential of the chosen virtual world platform and the VoRtex platform for online education. After an interactive demonstration of the VoRtex platform, participants were asked to fill out a questionnaire form. The aim was to enable participants to identify the main advantages of online teaching using the VoRtex platform. Finally, the authors analyzed benefits and disadvantages of collaborative learning between the metaverse platform and real-world classroom sessions.

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“…The need to obtain information on how students interact with e-learning platforms is the subject of study [47]. In this article, the authors present a service-based architecture and deployed in the cloud to obtain, analyze and present information obtained from distance learning environments, for example Virtual Worlds.…”

Section: State Of the Artmentioning

confidence: 99%

Higher Education Disruption Through IoT and Big Data: A Conceptual Approach

Moreira

Ferreira

Cardoso

2017

Lecture Notes in Computer Science

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The emergence of new technologies such as IoT and Big Data, the change in the behavior of society in general and the younger generation in particular, require higher education institutions to "look" for teaching differently. This statement is complemented by the prediction of the futurist Thomas Frey, who postulates that "in 14 years it will be a big deal when students learn from robot teachers over the internet". Thus, it is necessary to urgently begin a disruption of current teaching models, to be able to include in these processes the new technologies and the daily habits of the new generations. The early usage of mobile devices and the constant connection to the Internet (social networks, among others) mean that the current generation of young people, who are reaching higher education, has the most technological literacy ever. In this new context, this article presents a disruptive conceptual approach to higher education, using information gathered by IoT and based on Big Data & Cloud Computing and Learning Analytics analysis tools. This approach will, for example, allow individualized solutions taking into account the characteristics of the students, to help them customize their curriculum and overcome their limitations and difficulties, throughout the learning process .

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Usalpharma: A Software Architecture to Support Learning in Virtual Worlds

Cited by 10 publications

References 23 publications

Effect of Digital Serious Games Related to Patient Care in Pharmacy Education: A Systematic Review

Effect of Digital Serious Games Related to Patient Care in Pharmacy Education: A Systematic Review

VoRtex Metaverse Platform for Gamified Collaborative Learning

Higher Education Disruption Through IoT and Big Data: A Conceptual Approach

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