This study examined the effect of virtual reality (VR) technology on welding skill performance during a one-hour welding training session. 101 students were randomly assigned to one of four groups that received different combinations of live welding practice and VR welding practice. Their welding skills were then evaluated. The study found no statistically significant differences in welding scores between the four groups, suggesting that a short VR welding training session did not significantly impact welding skill performance compared to only live welding practice. The researchers recommend replicating this study with a longer training period to further explore the potential impacts of VR technology on welding skill development.
This document discusses the potential applications of augmented reality (AR) in education. It begins by introducing AR and how it can make learning more engaging by allowing students to see 3D objects overlayed on the real world. The document then reviews related literature that has found AR and virtual reality can improve learning outcomes in fields like engineering education. It discusses how AR could help address challenges in remote areas by providing educational resources. The document concludes by stating the goal of developing an AR system to help students better understand difficult concepts by rendering them in 3D.
Higher Education in Pakistan: An ICT Integration ViewpointZaffar Ahmed Shaikh
1) The study surveyed 30 higher education experts in Pakistan using a modified Delphi method to understand their views on the role of information and communication technologies (ICTs) in shaping the future of Pakistan's higher education system.
2) Results showed significant gaps in current ICT demand and supply, usage, and ICT-related problems in higher education. Participants saw great potential for ICT to play a crucial role in developing Pakistan's higher education system but noted obstacles like poor infrastructure and lack of resources.
3) Participants suggested that developing an effective and robust ICT policy, increasing funding, providing training and high-tech facilities, and setting clear targets and guidelines could help integrate ICT successfully and improve higher education in
Strategic planning of university human resources programs and academic staff ...Alexander Decker
This document discusses a study on the impact of strategic planning of human resource programs on the performance of academic staff at universities in Rivers State, Nigeria.
The study investigated 5 null hypotheses related to how solid academic staff programs, working conditions, prioritizing staff goals, increased staffing levels, and financial incentives impact performance. Statistical analysis found building staff programs and prioritizing goals significantly improved performance, while other factors did not show significance.
The discussion concludes the universities are engaged in human resource development, but the results provide useful information on better aligning programs with performance and enhancing conditions of service, staffing levels, and incentives.
Because of ability problems, intelligent tutoring systems area unit troublesome to deploy in
current instructional platforms while not extra work. This limitation is critical as a result of tutoring
systems need wide time and resources for his or her implementation. Additionally, as a result of
these tutors have a high instructional worth, it's fascinating that they may be shared, utilized by
several stakeholders, and simply loaded onto totally different platforms. This paper describes a
replacement approach to implementing ASCII text file and practical intelligent tutors through
standardization. In distinction to alternative ways, our technique doesn't need exploitation non
standardized peripheral systems or databases, which might limit the ability of learning objects. Thus,
our approach has the advantage of yielding tutors that area unit totally conformant to e-learning
standards which area unit freed from external resource dependencies. In step with our technique,
“automatic” tutoring systems area unit sorted. Additionally, given the ability of our technique, tutors
can even be combined to make courses that have distinct granularities, topics, and target students. In
addition we are combining this SCORM LOs with our LMS which gives all the e-learning facilities
to learner (students). Our proof of construct improved Interoperable Intelligent Tutoring Systems
Using SCORM Standards
Introducing ict into teacher training programs-problems in bangladeshAlexander Decker
1) The document discusses problems with introducing ICT (information and communication technology) into teacher training programs in Bangladesh.
2) It identifies several key barriers according to the Access, Competence, and Motivation model - including lack of access to technology, lack of teacher ICT skills and knowledge, insufficient funding, and negative teacher attitudes towards ICT.
3) The document also notes Bangladesh lacks sufficient trained resource persons to lead teacher training programs in integrating ICT into their teaching practices. Overcoming these issues is important for improving ICT integration and teaching quality in Bangladesh.
Simulation in Teaching Within the Health and Engineering Faculties of Saudi U...caijjournal
This study was carried out to investigate the current status of simulation use during teaching within health
sciences and engineering faculties at Saudi universities. Simulation in teaching has been shown to be
effective at enhancing student understanding. However, the current status of simulation use in teaching,
especially in Saudi universities, remains unclear. To address this, here we aimed to: determine the ability
of simulation to achieve appropriate levels of realism; identify the effectiveness of simulation at improving
skills, awareness, and knowledge in health sciences and engineering; and test whether simulation improves
the critical and evaluative thinking of students. Data were collected using online questionnaires. We found
that simulation is being effectively applied in Saudi universities.
This document discusses the potential applications of augmented reality (AR) in education. It begins by introducing AR and how it can make learning more engaging by allowing students to see 3D objects overlayed on the real world. The document then reviews related literature that has found AR and virtual reality can improve learning outcomes in fields like engineering education. It discusses how AR could help address challenges in remote areas by providing educational resources. The document concludes by stating the goal of developing an AR system to help students better understand difficult concepts by rendering them in 3D.
Higher Education in Pakistan: An ICT Integration ViewpointZaffar Ahmed Shaikh
1) The study surveyed 30 higher education experts in Pakistan using a modified Delphi method to understand their views on the role of information and communication technologies (ICTs) in shaping the future of Pakistan's higher education system.
2) Results showed significant gaps in current ICT demand and supply, usage, and ICT-related problems in higher education. Participants saw great potential for ICT to play a crucial role in developing Pakistan's higher education system but noted obstacles like poor infrastructure and lack of resources.
3) Participants suggested that developing an effective and robust ICT policy, increasing funding, providing training and high-tech facilities, and setting clear targets and guidelines could help integrate ICT successfully and improve higher education in
Strategic planning of university human resources programs and academic staff ...Alexander Decker
This document discusses a study on the impact of strategic planning of human resource programs on the performance of academic staff at universities in Rivers State, Nigeria.
The study investigated 5 null hypotheses related to how solid academic staff programs, working conditions, prioritizing staff goals, increased staffing levels, and financial incentives impact performance. Statistical analysis found building staff programs and prioritizing goals significantly improved performance, while other factors did not show significance.
The discussion concludes the universities are engaged in human resource development, but the results provide useful information on better aligning programs with performance and enhancing conditions of service, staffing levels, and incentives.
Because of ability problems, intelligent tutoring systems area unit troublesome to deploy in
current instructional platforms while not extra work. This limitation is critical as a result of tutoring
systems need wide time and resources for his or her implementation. Additionally, as a result of
these tutors have a high instructional worth, it's fascinating that they may be shared, utilized by
several stakeholders, and simply loaded onto totally different platforms. This paper describes a
replacement approach to implementing ASCII text file and practical intelligent tutors through
standardization. In distinction to alternative ways, our technique doesn't need exploitation non
standardized peripheral systems or databases, which might limit the ability of learning objects. Thus,
our approach has the advantage of yielding tutors that area unit totally conformant to e-learning
standards which area unit freed from external resource dependencies. In step with our technique,
“automatic” tutoring systems area unit sorted. Additionally, given the ability of our technique, tutors
can even be combined to make courses that have distinct granularities, topics, and target students. In
addition we are combining this SCORM LOs with our LMS which gives all the e-learning facilities
to learner (students). Our proof of construct improved Interoperable Intelligent Tutoring Systems
Using SCORM Standards
Introducing ict into teacher training programs-problems in bangladeshAlexander Decker
1) The document discusses problems with introducing ICT (information and communication technology) into teacher training programs in Bangladesh.
2) It identifies several key barriers according to the Access, Competence, and Motivation model - including lack of access to technology, lack of teacher ICT skills and knowledge, insufficient funding, and negative teacher attitudes towards ICT.
3) The document also notes Bangladesh lacks sufficient trained resource persons to lead teacher training programs in integrating ICT into their teaching practices. Overcoming these issues is important for improving ICT integration and teaching quality in Bangladesh.
Simulation in Teaching Within the Health and Engineering Faculties of Saudi U...caijjournal
This study was carried out to investigate the current status of simulation use during teaching within health
sciences and engineering faculties at Saudi universities. Simulation in teaching has been shown to be
effective at enhancing student understanding. However, the current status of simulation use in teaching,
especially in Saudi universities, remains unclear. To address this, here we aimed to: determine the ability
of simulation to achieve appropriate levels of realism; identify the effectiveness of simulation at improving
skills, awareness, and knowledge in health sciences and engineering; and test whether simulation improves
the critical and evaluative thinking of students. Data were collected using online questionnaires. We found
that simulation is being effectively applied in Saudi universities.
SIMULATION IN TEACHING WITHIN THE HEALTH AND ENGINEERING FACULTIES OF SAUDI U...caijjournal
This study was carried out to investigate the current status of simulation use during teaching within health sciences and engineering faculties at Saudi universities. Simulation in teaching has been shown to be effective at enhancing student understanding. However, the current status of simulation use in teaching, especially in Saudi universities, remains unclear. To address this, here we aimed to: determine the ability of simulation to achieve appropriate levels of realism; identify the effectiveness of simulation at improving skills, awareness, and knowledge in health sciences and engineering; and test whether simulation improves the critical and evaluative thinking of students. Data were collected using online questionnaires. We found that simulation is being effectively applied in Saudi universities.
This document describes the development of a scale to measure engineering students' attitudes towards learning professional skills. The researchers conducted a rigorous process to create the scale, including generating survey items, expert review, and statistical analysis of responses from 534 engineering students. Exploratory and confirmatory factor analyses resulted in a 25-item, 5-factor scale assessing attitudes in leadership, communication, civic engagement, cultural adaptability, and innovation. The scale demonstrates high reliability and validity evidence supporting its ability to measure distinct dimensions of students' attitudes towards professional skill learning. The researchers aim to use the scale to help engineering programs better understand and address potential barriers students may have to developing these important work skills.
This document summarizes a research article about alternative learning methods in chemistry education, specifically the use of animation, simulation, video, and multimedia. It finds that these technologies can help students overcome difficulties in conceptual learning of chemistry by allowing them to visualize chemical phenomena and build mental models. However, these tools must be designed based on cognitive load theory and integrated effectively into the classroom by teachers trained in their educational uses. When used appropriately, information and communication technologies provide significant opportunities to improve chemistry education.
This document discusses alternative methods for learning chemistry using technology. It begins by noting the difficulties students face in conceptualizing chemical phenomena due to their abstract and molecular nature. It then reviews research on using animation, simulation, video and multimedia to help students form mental models and understand chemistry concepts. The document recommends that teachers receive training to effectively integrate these technologies and support student-centered learning. It also stresses the importance of designing educational technologies that consider students' prior knowledge and the development of knowledge.
This document summarizes a research article about alternative learning methods in chemistry education, specifically the use of animation, simulation, video, and multimedia. It finds that these technologies can help students overcome difficulties in conceptual learning of chemistry by allowing them to visualize chemical phenomena and build mental models. However, these tools must be designed based on cognitive load theory and integrated effectively into the classroom by teachers trained in their educational uses. When used appropriately, information and communication technologies provide significant opportunities to improve chemistry education.
Are graduates from the public authority for applied education and training in...Alexander Decker
This document summarizes a study that examined whether graduates from the Public Authority for Applied Education and Training (PAAE&T) in Kuwait met the requirements of local employers. The study found that there was a need to strengthen the link between PAAE&T programs and industry needs. Students and industry stakeholders felt that curricula needed updating and that instructors required better training. The study concluded that developing a clear strategy involving industry could help ensure graduates have the necessary skills and knowledge to meet market demands.
Are graduates from the public authority for applied education and training in...Alexander Decker
This document summarizes a study examining whether graduates from Kuwait's Public Authority for Applied Education and Training (PAAE&T) meet the requirements of local employers. The study collected data through a literature review, questionnaires given to 1600 PAAE&T students across various colleges and programs, and interviews with department heads, deans, industry supervisors, and graduates. The study found that while PAAE&T aims to equip students with skills for industry, there is a need to strengthen the connection between vocational programs and workplace needs to better prepare graduates for careers. Recommendations include developing a labor strategy to ensure PAAE&T graduates have the required knowledge, skills, and attitudes to meet industry demands.
Barriers to the successful integraration of ICTAliAqsamAbbasi
This document reviews the literature on barriers to integrating information and communication technology (ICT) into teaching and learning environments. It finds that while teachers desire to integrate ICT, they face major barriers of lack of confidence, lack of competence, and lack of access to resources. Effective professional development, sufficient time, technical support, ICT resources including hardware and software are needed to increase the possibility of excellent ICT integration. The paper provides recommendations to help overcome barriers and successfully integrate ICT.
A STUDY OF EMERGING TECHNOLOGIES AND THEIR IMPACT ON TEACHING-LEARNING PROCESSLindsey Sais
The document discusses emerging technologies and their impact on teaching and learning processes. It conducted a study using a questionnaire to collect data from teachers on how information technology has impacted education in Pakistan. The results showed that information technology has substantially impacted the education sector by enhancing teachers' communication skills, teaching methods, and ability to guide students on technology use. The document recommends maximizing information technology use in teaching to improve teachers' skills and students' knowledge.
This document summarizes a research paper on using virtual and augmented reality in education. The paper provides a literature review on VR and AR, analyzing their implementation in educational models. It then proposes a model for developing integrated learning objects using VR and AR. The model involves designing, introducing, exploring, constructing, and sharing VR and AR learning objects that can be integrated into other educational content. To validate this model, the paper describes an experiment comparing its features to existing virtual learning environments. The results suggest the model could effectively integrate VR and AR learning objects into educational platforms and environments.
Usage and impact of ict in education sector a study of pakistanTariq Ghayyur
- The document analyzes the usage and impact of information and communication technology (ICT) in the education sector of Pakistan. It examines how availability, usage, knowledge, and effectiveness of ICT affect its usage and impact.
- The study collected data from 429 respondents at colleges and universities in Pakistan. The results show that availability and usage of ICT improves students' knowledge and learning skills. ICT is improving educational efficiency and informing policies.
- Availability and usage of ICT resources and students' knowledge of ICT positively correlate with its usage and impact on the education sector in Pakistan, according to the data analysis. The effectiveness of ICT also has a strong positive relationship with its usage and impact.
THE USE OF ARTIFICIAL INTELLIGENCE IN HUMAN RESOURCES DEVELOPMENTEEIJ journal
Artificial intelligence has been an eye-popping word that is impacting every industry in the world. With the rise of such advanced technology, there will be always a question regarding its impact on our social life, environment and economy thus impacting all efforts exerted towards continuous development. From the definition, the welfare of human beings is the core of continuous development. Continuous development is useful only when ordinary people’s lives are improved whether in health, education, employment, environment, equality or justice. Securing decent jobs is a key enabler to promote the components of continuous development, economic growth, social welfare and environmental sustainability. The human resources are the precious resource for all nations. The high unemployment and underemployment rates especially in youth is a great threat affecting the continuous economic development of many countries and is influenced by investment in education, and quality of living.
THE USE OF ARTIFICIAL INTELLIGENCE IN HUMAN RESOURCES DEVELOPMENTEEIJ journal
Artificial intelligence has been an eye-popping word that is impacting every industry in the world. With the
rise of such advanced technology, there will be always a question regarding its impact on our social life,
environment and economy thus impacting all efforts exerted towards continuous development. From the
definition, the welfare of human beings is the core of continuous development. Continuous development is
useful only when ordinary people’s lives are improved whether in health, education, employment,
environment, equality or justice. Securing decent jobs is a key enabler to promote the components of
continuous development, economic growth, social welfare and environmental sustainability. The human
resources are the precious resource for all nations. The high unemployment and underemployment rates
especially in youth is a great threat affecting the continuous economic development of many countries and
is influenced by investment in education, and quality of living.
The Effect of Industrial Work Practice to Work Readiness of Vocational High S...AJHSSR Journal
ABSTRACT: From August 2016 to August 2017, there are as many as 7.4 million unemployed, due to the
difference between the quality of power needed by the industry and the ability of applicants. Paying attention to
these data, a number of questions can be asked: (1) why does the phenomenon of Vocational Schools mentioned
above occur?; (2) Are the eight national education standards not implemented; and (3) how far is the influence
of industrial work practices on the work readiness of vocational students? From a number of these questions,
which will be examined and discussed in this article is the question no. 3, namely how far is the influence of
industrial work practices on the work readiness of vocational students? This research was conducted by using a
literature study method on related references, and a number of reports and research journals on "the influence of
industrial work practices on vocational students' work readiness", followed by FGD. The study found that: (1)
industrial work practices (apprenticeship) are a tangible manifestation of the implementation of dual system
education in order to obtain "link and match" in learning programs in vocational education; (2) the
implementation of internship has a positive influence on work readiness (in addition to other factors such as
career expectations and work motivation); (3) internship activities can provide student experience and technical
skills needed as their provision to enter the workforce; (4) The internship program needs to be arranged jointly
between the school and the industrial world in order to increase the intensity of the implementation of internship
and meet the needs of vocational students.
KEYWORDS: Vocational, infrastructure, dual system education; industrial work practices, and work
readiness
This document discusses the effectiveness of digital modalities as training and learning environments. It begins by outlining the costs of traditional employee training and how digital simulations can reduce costs while increasing safety. It then examines the current landscape of digital learning, including inconsistent growth in different technology-based training methods. The rest of the document discusses factors that impact the effectiveness of digital learning environments, such as trainee digital literacy, characteristics of different digital environments, examples of current digital learning implementations, and areas for further research.
ChatGPT is an AI language model that can generate human-like responses. This document discusses ChatGPT's potential impacts on access, efficiency, employment, and education based on a literature review. It highlights benefits of ChatGPT in healthcare, education, and business, but also acknowledges limitations and need for ethical guidelines due to job impacts and privacy issues. The impact depends on how ChatGPT is applied and social factors. Policy recommendations include ethical standards, reskilling programs, and balancing machine learning with human judgment.
The document discusses emerging opportunities in radiology education related to future roles, technology, and scholarship. It explores how technologies like augmented reality, virtual reality, simulation, and artificial intelligence can be leveraged in radiology education. It addresses barriers to adopting new technologies like costs and the need for faculty development. It emphasizes focusing on what is useful and pedagogically important when using new technologies. The document also discusses expanding roles for radiologists through technology, including freeing up time for higher-value tasks through AI. It stresses approaches like blended learning and innovating through combining old and new methods.
Generating privacy-protected synthetic data using Secludy and MilvusZilliz
During this demo, the founders of Secludy will demonstrate how their system utilizes Milvus to store and manipulate embeddings for generating privacy-protected synthetic data. Their approach not only maintains the confidentiality of the original data but also enhances the utility and scalability of LLMs under privacy constraints. Attendees, including machine learning engineers, data scientists, and data managers, will witness first-hand how Secludy's integration with Milvus empowers organizations to harness the power of LLMs securely and efficiently.
Have you ever been confused by the myriad of choices offered by AWS for hosting a website or an API?
Lambda, Elastic Beanstalk, Lightsail, Amplify, S3 (and more!) can each host websites + APIs. But which one should we choose?
Which one is cheapest? Which one is fastest? Which one will scale to meet our needs?
Join me in this session as we dive into each AWS hosting service to determine which one is best for your scenario and explain why!
SIMULATION IN TEACHING WITHIN THE HEALTH AND ENGINEERING FACULTIES OF SAUDI U...caijjournal
This study was carried out to investigate the current status of simulation use during teaching within health sciences and engineering faculties at Saudi universities. Simulation in teaching has been shown to be effective at enhancing student understanding. However, the current status of simulation use in teaching, especially in Saudi universities, remains unclear. To address this, here we aimed to: determine the ability of simulation to achieve appropriate levels of realism; identify the effectiveness of simulation at improving skills, awareness, and knowledge in health sciences and engineering; and test whether simulation improves the critical and evaluative thinking of students. Data were collected using online questionnaires. We found that simulation is being effectively applied in Saudi universities.
This document describes the development of a scale to measure engineering students' attitudes towards learning professional skills. The researchers conducted a rigorous process to create the scale, including generating survey items, expert review, and statistical analysis of responses from 534 engineering students. Exploratory and confirmatory factor analyses resulted in a 25-item, 5-factor scale assessing attitudes in leadership, communication, civic engagement, cultural adaptability, and innovation. The scale demonstrates high reliability and validity evidence supporting its ability to measure distinct dimensions of students' attitudes towards professional skill learning. The researchers aim to use the scale to help engineering programs better understand and address potential barriers students may have to developing these important work skills.
This document summarizes a research article about alternative learning methods in chemistry education, specifically the use of animation, simulation, video, and multimedia. It finds that these technologies can help students overcome difficulties in conceptual learning of chemistry by allowing them to visualize chemical phenomena and build mental models. However, these tools must be designed based on cognitive load theory and integrated effectively into the classroom by teachers trained in their educational uses. When used appropriately, information and communication technologies provide significant opportunities to improve chemistry education.
This document discusses alternative methods for learning chemistry using technology. It begins by noting the difficulties students face in conceptualizing chemical phenomena due to their abstract and molecular nature. It then reviews research on using animation, simulation, video and multimedia to help students form mental models and understand chemistry concepts. The document recommends that teachers receive training to effectively integrate these technologies and support student-centered learning. It also stresses the importance of designing educational technologies that consider students' prior knowledge and the development of knowledge.
This document summarizes a research article about alternative learning methods in chemistry education, specifically the use of animation, simulation, video, and multimedia. It finds that these technologies can help students overcome difficulties in conceptual learning of chemistry by allowing them to visualize chemical phenomena and build mental models. However, these tools must be designed based on cognitive load theory and integrated effectively into the classroom by teachers trained in their educational uses. When used appropriately, information and communication technologies provide significant opportunities to improve chemistry education.
Are graduates from the public authority for applied education and training in...Alexander Decker
This document summarizes a study that examined whether graduates from the Public Authority for Applied Education and Training (PAAE&T) in Kuwait met the requirements of local employers. The study found that there was a need to strengthen the link between PAAE&T programs and industry needs. Students and industry stakeholders felt that curricula needed updating and that instructors required better training. The study concluded that developing a clear strategy involving industry could help ensure graduates have the necessary skills and knowledge to meet market demands.
Are graduates from the public authority for applied education and training in...Alexander Decker
This document summarizes a study examining whether graduates from Kuwait's Public Authority for Applied Education and Training (PAAE&T) meet the requirements of local employers. The study collected data through a literature review, questionnaires given to 1600 PAAE&T students across various colleges and programs, and interviews with department heads, deans, industry supervisors, and graduates. The study found that while PAAE&T aims to equip students with skills for industry, there is a need to strengthen the connection between vocational programs and workplace needs to better prepare graduates for careers. Recommendations include developing a labor strategy to ensure PAAE&T graduates have the required knowledge, skills, and attitudes to meet industry demands.
Barriers to the successful integraration of ICTAliAqsamAbbasi
This document reviews the literature on barriers to integrating information and communication technology (ICT) into teaching and learning environments. It finds that while teachers desire to integrate ICT, they face major barriers of lack of confidence, lack of competence, and lack of access to resources. Effective professional development, sufficient time, technical support, ICT resources including hardware and software are needed to increase the possibility of excellent ICT integration. The paper provides recommendations to help overcome barriers and successfully integrate ICT.
A STUDY OF EMERGING TECHNOLOGIES AND THEIR IMPACT ON TEACHING-LEARNING PROCESSLindsey Sais
The document discusses emerging technologies and their impact on teaching and learning processes. It conducted a study using a questionnaire to collect data from teachers on how information technology has impacted education in Pakistan. The results showed that information technology has substantially impacted the education sector by enhancing teachers' communication skills, teaching methods, and ability to guide students on technology use. The document recommends maximizing information technology use in teaching to improve teachers' skills and students' knowledge.
This document summarizes a research paper on using virtual and augmented reality in education. The paper provides a literature review on VR and AR, analyzing their implementation in educational models. It then proposes a model for developing integrated learning objects using VR and AR. The model involves designing, introducing, exploring, constructing, and sharing VR and AR learning objects that can be integrated into other educational content. To validate this model, the paper describes an experiment comparing its features to existing virtual learning environments. The results suggest the model could effectively integrate VR and AR learning objects into educational platforms and environments.
Usage and impact of ict in education sector a study of pakistanTariq Ghayyur
- The document analyzes the usage and impact of information and communication technology (ICT) in the education sector of Pakistan. It examines how availability, usage, knowledge, and effectiveness of ICT affect its usage and impact.
- The study collected data from 429 respondents at colleges and universities in Pakistan. The results show that availability and usage of ICT improves students' knowledge and learning skills. ICT is improving educational efficiency and informing policies.
- Availability and usage of ICT resources and students' knowledge of ICT positively correlate with its usage and impact on the education sector in Pakistan, according to the data analysis. The effectiveness of ICT also has a strong positive relationship with its usage and impact.
THE USE OF ARTIFICIAL INTELLIGENCE IN HUMAN RESOURCES DEVELOPMENTEEIJ journal
Artificial intelligence has been an eye-popping word that is impacting every industry in the world. With the rise of such advanced technology, there will be always a question regarding its impact on our social life, environment and economy thus impacting all efforts exerted towards continuous development. From the definition, the welfare of human beings is the core of continuous development. Continuous development is useful only when ordinary people’s lives are improved whether in health, education, employment, environment, equality or justice. Securing decent jobs is a key enabler to promote the components of continuous development, economic growth, social welfare and environmental sustainability. The human resources are the precious resource for all nations. The high unemployment and underemployment rates especially in youth is a great threat affecting the continuous economic development of many countries and is influenced by investment in education, and quality of living.
THE USE OF ARTIFICIAL INTELLIGENCE IN HUMAN RESOURCES DEVELOPMENTEEIJ journal
Artificial intelligence has been an eye-popping word that is impacting every industry in the world. With the
rise of such advanced technology, there will be always a question regarding its impact on our social life,
environment and economy thus impacting all efforts exerted towards continuous development. From the
definition, the welfare of human beings is the core of continuous development. Continuous development is
useful only when ordinary people’s lives are improved whether in health, education, employment,
environment, equality or justice. Securing decent jobs is a key enabler to promote the components of
continuous development, economic growth, social welfare and environmental sustainability. The human
resources are the precious resource for all nations. The high unemployment and underemployment rates
especially in youth is a great threat affecting the continuous economic development of many countries and
is influenced by investment in education, and quality of living.
The Effect of Industrial Work Practice to Work Readiness of Vocational High S...AJHSSR Journal
ABSTRACT: From August 2016 to August 2017, there are as many as 7.4 million unemployed, due to the
difference between the quality of power needed by the industry and the ability of applicants. Paying attention to
these data, a number of questions can be asked: (1) why does the phenomenon of Vocational Schools mentioned
above occur?; (2) Are the eight national education standards not implemented; and (3) how far is the influence
of industrial work practices on the work readiness of vocational students? From a number of these questions,
which will be examined and discussed in this article is the question no. 3, namely how far is the influence of
industrial work practices on the work readiness of vocational students? This research was conducted by using a
literature study method on related references, and a number of reports and research journals on "the influence of
industrial work practices on vocational students' work readiness", followed by FGD. The study found that: (1)
industrial work practices (apprenticeship) are a tangible manifestation of the implementation of dual system
education in order to obtain "link and match" in learning programs in vocational education; (2) the
implementation of internship has a positive influence on work readiness (in addition to other factors such as
career expectations and work motivation); (3) internship activities can provide student experience and technical
skills needed as their provision to enter the workforce; (4) The internship program needs to be arranged jointly
between the school and the industrial world in order to increase the intensity of the implementation of internship
and meet the needs of vocational students.
KEYWORDS: Vocational, infrastructure, dual system education; industrial work practices, and work
readiness
This document discusses the effectiveness of digital modalities as training and learning environments. It begins by outlining the costs of traditional employee training and how digital simulations can reduce costs while increasing safety. It then examines the current landscape of digital learning, including inconsistent growth in different technology-based training methods. The rest of the document discusses factors that impact the effectiveness of digital learning environments, such as trainee digital literacy, characteristics of different digital environments, examples of current digital learning implementations, and areas for further research.
ChatGPT is an AI language model that can generate human-like responses. This document discusses ChatGPT's potential impacts on access, efficiency, employment, and education based on a literature review. It highlights benefits of ChatGPT in healthcare, education, and business, but also acknowledges limitations and need for ethical guidelines due to job impacts and privacy issues. The impact depends on how ChatGPT is applied and social factors. Policy recommendations include ethical standards, reskilling programs, and balancing machine learning with human judgment.
The document discusses emerging opportunities in radiology education related to future roles, technology, and scholarship. It explores how technologies like augmented reality, virtual reality, simulation, and artificial intelligence can be leveraged in radiology education. It addresses barriers to adopting new technologies like costs and the need for faculty development. It emphasizes focusing on what is useful and pedagogically important when using new technologies. The document also discusses expanding roles for radiologists through technology, including freeing up time for higher-value tasks through AI. It stresses approaches like blended learning and innovating through combining old and new methods.
Generating privacy-protected synthetic data using Secludy and MilvusZilliz
During this demo, the founders of Secludy will demonstrate how their system utilizes Milvus to store and manipulate embeddings for generating privacy-protected synthetic data. Their approach not only maintains the confidentiality of the original data but also enhances the utility and scalability of LLMs under privacy constraints. Attendees, including machine learning engineers, data scientists, and data managers, will witness first-hand how Secludy's integration with Milvus empowers organizations to harness the power of LLMs securely and efficiently.
Have you ever been confused by the myriad of choices offered by AWS for hosting a website or an API?
Lambda, Elastic Beanstalk, Lightsail, Amplify, S3 (and more!) can each host websites + APIs. But which one should we choose?
Which one is cheapest? Which one is fastest? Which one will scale to meet our needs?
Join me in this session as we dive into each AWS hosting service to determine which one is best for your scenario and explain why!
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slackshyamraj55
Discover the seamless integration of RPA (Robotic Process Automation), COMPOSER, and APM with AWS IDP enhanced with Slack notifications. Explore how these technologies converge to streamline workflows, optimize performance, and ensure secure access, all while leveraging the power of AWS IDP and real-time communication via Slack notifications.
Best 20 SEO Techniques To Improve Website Visibility In SERPPixlogix Infotech
Boost your website's visibility with proven SEO techniques! Our latest blog dives into essential strategies to enhance your online presence, increase traffic, and rank higher on search engines. From keyword optimization to quality content creation, learn how to make your site stand out in the crowded digital landscape. Discover actionable tips and expert insights to elevate your SEO game.
Trusted Execution Environment for Decentralized Process MiningLucaBarbaro3
Presentation of the paper "Trusted Execution Environment for Decentralized Process Mining" given during the CAiSE 2024 Conference in Cyprus on June 7, 2024.
Dandelion Hashtable: beyond billion requests per second on a commodity serverAntonios Katsarakis
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Wells miller2020.pdf
1. See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/340515369
The Effect of Virtual Reality Technology on Welding Skill Performance
Article in Journal of Agricultural Education · April 2020
DOI: 10.5032/jae.2020.01152
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Journal of Agricultural Education, 61(1), 152-171
https://doi.org/10.5032/jae.2020.01152
The Effect of Virtual Reality Technology on Welding Skill
Performance
Trent Wells1
and Greg Miller2
Abstract
Simulator technologies such as virtual reality (VR) can serve as practical tools in the educational
process.VR technology applicationscan be effectively used for weld process training.Weld process
training can often be found in university-level agricultural education settings. We sought to determine
if using a VR technology application within the context of a one-hour-long gas metal arc welding
(GMAW) process training impacted welding skill performance as determined by certified welding
inspectors (CWIs) who used a weld evaluation rubric based on American Welding Society (AWS)
standards. One-hundred-and-one students from Iowa State University participated in our study.
Participants were randomly placed into one of four protocol groups: (1) 100% live welding, (2) 100%
VR welding, (3) 50% live welding / 50% VR welding, or (4) 50% VR welding / 50% live welding. A
one-way analysis of variance (ANOVA) indicated there were no statistically significant differences(p
> .05) in total weld scores between participants in the four training protocol groups. We recommend
this study be replicated.
Keywords: agricultural mechanics; welding; skill development; virtual reality; simulation
Author Note: This paper is a product of the Iowa Agricultural and Home Economics Experiment
Station, Ames,Iowa. Project No. IOWO3813 and sponsored by Hatch Act and State of Iowa funds.
Introduction
As one of many educational technologies emerging over prior decades (Saettler, 2004),
simulator technologies for teaching and learning have been developed for and used in various contexts,
including: (1) medicine (Cope & Fenton-Lee, 2008; Gallagher et al., 2003; Gor, McCloy, Stone, &
Smith, 2003; Kilmon, Brown, Ghosh, & Mikitiuk, 2010; Kneebone, 2005; Seymour et al., 2002), (2)
mine safetytraining (Filigenzi, Orr, & Ruff, 2000), (3) welding (Abrams,Schow,& Riedel, 1974; Byrd,
2014; Byrd, Stone, Anderson, & Woltjer, 2015; Oz, Ayar, Serttas, Iyibilgin, Soy, & Cit, 2012; Stone,
McLaurin, Zhong, & Watts,2013; Stone, Watts,Zhong, & Wei, 2011; White, Prachyabrued,Chambers,
Borst, & Reinders, 2011), (4) education (Agnew & Shinn, 1990; Nadolny, Woolfrey, Pierlott, & Kahn,
2013; Perritt,1984), and (5) first respondertraining (Bliss, Tidwell, & Guest, 1997). Thiagarajan (1998)
described a simulation as “a representation of the features and behaviors of one system through the use
of another” (p. 35). As simulator technologies have become more widespread and will continue to
1 Trent Wells is an Assistant Professorof Agricultural Education in the Department of Agriculture at Southern
Arkansas University, 100 E. University, Magnolia, AR 71753, ktwells@saumag.edu
2 Greg Miller is a Professorof Agricultural Education in the Department of Agricultural Education and Studies
at Iowa State University, 217B Curtiss Hall, Ames, IA 50011, gsmiller@iastate.edu
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Journal of Agricultural Education 153 Volume 61, Issue 1, 2020
evolve over time to fulfill different roles (Thiagarajan, 1998), their beneficence and effectiveness are
expected to be quite high (Kneebone, 2005).
Using simulator technologies for teaching and learning purposes, such as training a welder how
to perform a specific weld joint configuration, can potentially positively impact skill development
(Nikolic, Radivojevic, Djordjevic, & Milutinovic, 2009; Scalese,Obeso, & Issenberg, 2008). Further,
using simulator technologies as part of the teaching and learning processes can help reduce anxiety
when learning within a new skill domain (Byrd, 2014). Various technologies such as augmented reality
(AR) (Lee, 2012; Yuen, Yaoyuneyong, & Johnson, 2011) and virtual reality (VR) (Youngblut, 1998)
can be used to provide for a diversity of simulator technologies (Scalese et al., 2008). However, as
Wenglinsky (1998) advised, the use of an educational technology alone does not necessarily result in
increased achievement. Rather, using educational technology to facilitate teaching and learning, such
as using a VR-based simulator technology to develop a skill set, should be done pragmatically and
deliberately (Wenglinksy, 1998). As such, the selection and appropriate use of educational technology
for a teaching and learning purpose should be conscientious.
The Virtual Reality Society (2017) described VR as “a three-dimensional, computer-generated
environment which can be explored and interacted with by a person” (¶ 5). Scholars (Bailenson, 2018;
Pantelidis, 1993) speculated VR technology could have much potential to assist with teaching and
learning procedures in the coming years. Helsel (1992) echoed this sentiment by stating “[v]irtual
reality holds much promise for education…[and] education has a tremendous wealth of information
and experience to bring to the VR curriculum” (p. 42). Since Pantelidis’s (1993) and Helsel’s (1992)
work, VR has continued to become further entrenched in educational settings. Bailenson (2018)
postulated that as a result of rapid technological changes, VR technology holds much potential to
continue impacting teaching and learning processes in the coming years.
Potkonjak et al. (2016) proposed integrating VR technology into science-, technology-, and
math-based content could serve as a practical educational intervention to help students acquire
contentspecific knowledge and skills more efficiently and effectively. Moreover, Byrd (2014) and
Stone et al. (2011) indicated using VR technology applications could be pragmatic and effective for
developing welding-related psychomotor skills. As weld process training is often a component of
agricultural education programs at the university level (Burris, Robinson, & Terry, 2005), perhaps this
approach could be beneficial for developing psychomotor skills in the context of weld process training
in university-level agricultural education.
Psychomotor skills can be described as a linkage between various cognitive and physical
processesrequiring physical motions and mental stimulation to successfully accomplish their objectives
(Lancelot, 1944; Venes, 2017). Psychomotor skills could include such tasks as operating power
machinery, performing open-heart surgery, or completing a hand-drawn sketch. Different career fields
require individuals to make certain hand and body motions to perform daily tasks. For example, in the
context of medical science, psychomotor skills are particularly important for surgical practitioners, as
fine movements must be made to ensure safe and effective surgical practice and the health of the patient
(Gallagher et al., 2003; Kaufman, Wiegand, & Tunick, 1987). In welding, a career area traditionally
within the scope of agricultural education (Burris et al., 2005; Pate, Warnick, & Meyers, 2012),
individuals use psychomotor skills to manipulate and maintain control over a molten weld puddle to
complete various tasks (Bowditch, Bowditch, & Bowditch, 2017; Byrd, 2014).
In the application of psychomotor skills to a given setting, human-related factors such as prior
experience and comfort, dexterity, and anxiety can influence performance (Byrd, 2014). Referencing
the development of psychomotor skills within university-level agricultural education settings, Osborne
(1986) noted the psychomotor skill development process itself could be complex and challenging yet
educationally rewarding. Wulf (2007) noted developing motor skills for use in a certain context, such
4. Journal of Agricultural Education Volume 61, Issue 1, 2020
asthe psychomotor skills used during welding activities, can take a considerable amount of time, effort,
feedback, and continued practice to refine the appropriate skills. As noted by Bowditch et al. (2017),
psychomotor skills used by welders can be quite varied but typically are related to hand-eye
coordination, hand and arm movements, and body positioning.
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Using effective strategies to enhance the acquisition of abilities in a subject area is of critical
importance for continued success in the teaching and learning of skills and knowledge (Goldsmith,
Stewart, & Ferguson, 2006). Phipps, Osborne, Dyer, and Ball (2008) noted technology usage is often
an important part of the teaching and learning processes in agricultural education settings. Moreover,
psychomotor skill development is often an objective of many aspects of agricultural education
(Lancelot, 1944; Osborne, 1986; Phipps et al., 2008). Considering these concepts, perhaps using a VR
technology application to develop psychomotor skills in the context of a university-level agricultural
education setting could yield practical results. Stone et al. (2011) indicated individuals who used VR
technology for welding skill development purposes performed comparably to, and in some cases
superior to, individuals who underwent traditional weld training procedures. Thus, the potential
advantages of using VR technology for weld training purposes become clearer.
Byrd (2014) suggested “VR gives participants the capability to hone task-related abilities” (p.
63). Like Stone et al. (2011), Byrd (2014) used weld process training protocols spanning severaldays,
thus immersing his study’s participants in a somewhat lengthy duration of training exposure. To date,
while several studies engaging participants over longer time frames have been conducted, limited data
exist describing the effects of short-duration training procedures on individuals’ welding skill
performance. What effects would a VR technology training approach conducted over a short time span
have on weld process skill performance?
Theoretical Framework
Skill acquisition theory (DeKeyser, 2015) underpinned our study. Skill acquisition theory
describes the development of skills through three stages: “declarative, procedural, and automatic”
(DeKeyser,2015, p. 95). The first step in the skill acquisition process is the understanding of the skill
itself and the procedures to be performed, otherwise referred to as declarative knowledge. Declarative
knowledge can be obtained in several ways, including reading about a skill performance process,
observing someone else perform the skill, or watching a demonstration video. Transforming declarative
knowledge into procedural knowledge is the focus of the second step. During this step, which is often
rapid in nature, the application of the basic knowledge and understanding about a concept begins via
practice. Practice usually lasts for an extended time and is focused on improving time to completion,
accuracy,and gradually reducing the cognitive activity required to successfully complete the task.
Adequate practice is designed to help guide an individual to the third stage, automaticity
(DeKeyser,2015). As an individual continues to move toward automaticity, he or she is expected to
continue improving until accuracy is high, task completion time is minimal in comparison to when the
task was first being practiced, and the cognition needed for successfully addressing the skilled task has
been minimized and is often inherent.
As focus is an important part of the skill acquisition process (Wulf, 2007), someone who is
practicing a skill can alter his or her focus as automaticity is reached. For example, a person learning
how to perform a 1G butt weld with the gas metal arc welding (GMAW) process while using a VR
technology application may use visual cues provided on a heads-up display screen to help him or her
understand how to properly apply travel angle theory to a virtual weld. While the skill is being
understood and applied early in the practice process (i.e., entering from the declarative stage to the
procedural stage),he or she may focus a greatdealof time looking atthe visual cue instead of the virtual
weld. Over time, his or her focuspoint may change over to the virtual weld bead being produced instead
of the visual cue, perhaps even removing the visual cue entirely once adequate practice with the skill
has been completed and he or she moves into the automaticity stage. As noted by several scholars
(DeKeyser,2015; Lancelot, 1944; Osborne, 1986; Wulf, 2007), learning how to successfully acquire
and apply skills is a process requiring physical and mental exertion to achieve success.
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When examining the application of skill acquisition theory into our study, our primary focus
was on welding skill application and performance in the context of a structured one-hour GMAW
process training session conducted by the lead researcher. We sought to apply the theoretical process
of skill acquisition (DeKeyser, 2015) into each of the structured training protocols we used. Four
different training protocols incorporating varying levels of VR technology application usage were
applied in our study. We conducted the training protocols with participants from different backgrounds
and varying levels of prior experiences with the GMAW process. Through this approach, we were able
to apply the different stages of skill acquisition (i.e., declarative, procedural, and automatic) into all
four training protocols and work directly with participants during each stage.
The declarative stage occurred through the lead researcher’s verbal instruction and visual
demonstration of the skill of focus, which was producing 2F tee joint welds using the GMAW process.
Each participant then entered the procedural stage and was allowed solo, semi-supervised practice for
a designated amount of time. The amount of time for practice varied based upon the training protocol
each participant was randomly assigned to. The objective of the practice session was to provide
adequate time for basic skill conceptualization and application to occur and allow for procession into
the automaticity stage. Afterward,a brief testing session occurred for us to collect physical weld data
for our study. As such, we used VR technology as an intervention technique within the skill acquisition
process. Our chief interest was determining if using differing applications of a VR technology
application for weld process training purposes had any impact on welding skill performance.
Purpose
The purpose of our study was to determine the effects of differing applications of VR
technology usage on welding skill performance during a one-hour-long GMAW process training
session. Our study aligned with the American Association for Agricultural Education National Research
Agenda Research Priority Area 3: Sufficient Scientific and Professional Workforce That Addresses the
Challenges of the 21st
Century (Stripling & Ricketts, 2016). As the agricultural industry continues to
change (Doerfert,2011), a workforce capable of addressing the challenges and needs of the future will
be vital (Stripling & Ricketts, 2016).
To help prepare future members of the agricultural industry workforce, such as school-based
agricultural education (SBAE)teachers,effective and appropriate instructional practicesshould be used
to ensure adequate and useful skills, such as GMAW process theory and welding equipment use, are
being developed and transferred. We postulated technology-based applications may be capable of
playing a pragmatic role in this process. Lindner, Rodriguez, Strong, Jones, and Layfield (2016) noted
technology is evolving and should be used to help solve problems facing agriculture currently and in
the future. As Stone et al. (2011) indicated, using a VR technology application could be a practical
method to help address workforce development needs.
Research Hypothesis
H1: Using VR technology to facilitate the development of welding skills to complete 2F tee
joints will result in a significant impact on total weld scores.
Methods and Procedures
Recruitment Procedures and Participant Information
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Journal of Agricultural Education 157 Volume 61, Issue 1, 2020
Our study was conducted during the Fall 2018 semester and consisted of undergraduate and
graduate students enrolled at Iowa State University (ISU). After the ISU Institutional Review Board
(IRB) approved our study, we invited all students majoring in Agricultural and Life Sciences Education
(n = 186), Agricultural Studies (n = 338), Agricultural Education and Studies (n = 70), Agricultural
Engineering (n = 229), Agricultural and Biosystems Engineering (n = 84), Agricultural Systems
Technology (n = 170), Industrial Technology (n = 290), and Mechanical Engineering (n = 2,424) to
participate via e-mail. We invited the students in these academic majors based on the lead researcher’s
experiences with students’ interests in a welding-focused agricultural mechanics course taught by him.
In addition to the e-mail sent to 3,791 students, the lead researcher used in-class announcements to
recruit the 38 students enrolled in the two agricultural mechanics courses he taught. The students in
these two courseswere partof the group of 3,791 ISU students who had been sent the invitational email.
Within the invitational e-mail and the in-class announcements, students were asked to use a
Doodle poll to selectone participation time slot best suited their personal schedules. To help incentivize
students to participate, we offered a chance to win one of four $40.00 gift cards. Reminder e-mails and
text messages were sent to students one day in advance of their scheduled participation time slot.
Students were also invited to share information about the study with anyone they believed may be
interested in participating regardlessof their academic major. Students were notified via the invitational
e-mail and in-class announcements they needed to wear clothing appropriate for welding activities.
We developed a paper-based questionnaire to collect participants’ demographics data. The
questionnaire included eight questions relatedto participants’ gender,age,academic standing, academic
major, prior welding experiences and welding simulator use, and daily video game playing time. To
ensure wording clarity from the perspectives of individuals within our population of interest, we had
three students in an undergraduate-level agricultural mechanics course evaluate the questionnaire. They
suggested a couple minor question wording changes to improve clarity.
We added one question related to individuals’ dominant hand usage and three questions related
to participants’ prior welding experiences to better understand how participants’ welding experience
may impact their welding skill performance. We had three other students in an undergraduate-level
agricultural mechanics course evaluate the questionnaire to ensure each item was worded clearly. They
each reported all the items on the questionnaire were worded clearly.
Research Design
Our study used a randomized posttest-only experimental research design (Campbell & Stanley,
1963; Figure 1). The posttest in our design was participants’ test welds.
Producing Horizontal 2F Tee Welds Using the GMAW Process
R X1 O
R X2 O
R X3 O
R X4 O
Figure 1. Illustration of randomized posttest-only experimental design. R = random assignment; O =
observation of test weld produced; X1 = 100% live welding; X2 = 100% VR welding; X3 = 50% live
welding / 50% VR welding; X4 = 50% VR welding / 50% live welding
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Journal of Agricultural Education 158 Volume 61, Issue 1, 2020
Posttest-only designs are suitable for rigorous educational research and help control for a wide
range of threats to internal and external validity (Campbell & Stanley, 1963). Our use of random
assignment, short duration training protocols, conducting one-on-one training with each participant,
detailed scripts for each training protocol group, a valid and reliable weld evaluation rubric, and
recruitment of all individuals from different majors controlled for this range of internal and external
threats to validity.
As noted by Campbell and Stanley (1963), using a pretest can confound research results. Had
we used a research design that incorporated a pretest of welding skill performance, pretest sensitization
as a threat to internal validity and testing as a threat to external validity could have resulted. Our
selection of a posttest-only design helped us to avoid these issues.
Instrumentation
Participants’ test welds were visually inspected and evaluated by American Welding Society
(AWS)-credentialed CWIs. The CWIs used a weld evaluation rubric co-developed by the lead
researcher and a CWI who did not evaluate welds for this study. The rubric was based on the AWS
D1.1 Table 6.1 visual inspection criteria for statically-loaded connections and consisted of visual
inspection criteria for weld cracks, the occurrence of porosity, completeness of fusion, both leg and
throat fillet sizes, the presence of undercut, crater cross-section, and the weld profile. A maximum
possible score of 100 points could be achieved using this rubric. The rubric is illustrated in Figure 2.
9. Wells and Miller The Effect of Virtual Reality…
Journal of Agricultural Education 159 Volume 61, Issue 1, 2020
Figure 2. Weld evaluation rubric.
After the rubric was developed, a panel of five experts was used to assess face validity and
content validity. The five experts consisted of two agricultural teacher education faculty members who
had taught school-based and university-level agricultural mechanics coursework including welding for
at least 10 years and three AWS-credentialed CWIs who had each been actively engaged in the welding
industry in various capacities over the last decade. The rubric and a panel of experts guidelines form
was submitted to each panel member for an initial review.
During the review process,each panel member provided corrective feedback on both the rubric
and the guidelines form. After all the panel members responded, the lead researcher made the
recommended changes and re-submitted the rubric and the panel of experts guidelines form back to
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repeated with the test welds produced during the formal study. Intrarater reliabilities were as follows
for CWIs one through three, respectively: .810, .670, and .819. Interrater reliability between all three
CWIs was determined to be .863.
Procedures
All researchactivities took place atthe ISU Agricultural MechanicsTeaching Laboratory. Prior
to the implementation of the formal study, the lead researcherandanotherdoctoral student not affiliated
with our study createda chartto determine random assignment sequencing. Due to the lead researcher’s
time constraints, we determined the creation of 140 different hour-long participation time slots would
be suitable for our research design. Four colored paper clips were drawn at random from a plastic cup
35 times to fill 140 participation time slots, thus ensuring each color was drawn 35 times to help create
four equally-sized protocol groups. The color of each paper clip corresponded to a designated group.
Random assignment wasbasedon order of appearance,thuseliminating random assignment sequencing
errors if a student did not attend his or her designated participation time slot. For example, if seven
students were scheduled to participate over the course of a given day and only three students
participated, the random assignment designations were not impacted by the four students who did not
participate as the group number corresponded to the order of appearance.
The formal study was conducted on Tuesdays, Thursdays, and Fridays over several weeks
during the Fall 2018 semester. Each day, seven one-hour participation time slots were available with a
15-minute interval between each one. The 15-minute interval served as a time to reset welding
equipment, clean the workstations, and prepare for the next participant. Upon arrival, participants were
asked to complete a 12-item demographics questionnaire and were provided with welding personal
protective equipment (PPE),which included welding gloves, a welding helmet, a welding jacket, ear
plugs, and safety glasses. Individuals who did not wear clothing appropriate for welding activities were
not allowed to participate in the study activities and were asked to re-schedule their participation on the
Doodle poll.
Four different GMAW weld process training protocols were used. Each protocol lasted for
approximately one hour. Protocol one was a 100% live welding approach and included 25 participants.
Protocol two was a 100% VR welding approach and included 26 participants. Protocol three was a
blended 50% live welding and 50% VR welding approach and included 25 participants. Protocol four
was a blended 50% VR welding and 50% live welding approach and included 25 participants. Specific
information about each training protocol is depicted in Table 1.
Table 1
Weld Process Training Protocols
Protocol Number
1
Protocol Descriptor 100%
live welding
Protocol Steps (Time Allowance)
Informed consent letter reading
and signing, demographics
questionnaire completion
(10 minutes)
Researcher live weld demonstration
(Five minutes)
Participant live weld practice (30
minutes
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Live test weld production and
selection (Five minutes)
2 100% VR welding Informed consent letter reading
and signing, demographics
questionnaire completion
(10 minutes)
Researcher virtual weld
demonstration (Five minutes)
Participant virtual weld practice
(30 minutes)
Researcher live weld
demonstration (Five minutes)
Live test weld production and
selection (Five minutes)
3 50% live welding / 50% VR welding Informed consent letter reading
and signing, demographics
questionnaire completion
(10 minutes)
Researcher live weld
demonstration (Five minutes)
Participant live weld practice (15
minutes)
Researcher virtual weld
demonstration (Five minutes)
Participant virtual weld practice
(15 minutes)
Live test weld production and
selection (Five minutes)
4 50% VR welding / 50% live welding Informed consent letter
reading and signing,
demographics questionnaire
completion (10 minutes)
Researcher virtual weld
demonstration (Five minutes)
Participant virtual weld practice
(15 minutes)
13. Wells and Miller The Effect of Virtual Reality…
Journal of Agricultural Education 163 Volume 61, Issue 1, 2020
Researcher live weld demonstration
(Five minutes)
Participant live weld practice (15
minutes)
Live test weld production and
selection (Five minutes)
The lead researcher used a detailed written script to guide each training protocol. When going
through each protocol’s script with a participant, the lead researcher provided technical details about
the procedures he / she was expected to undergo and performed demonstrations of how to use the
welding equipment to perform the 2F tee joint welds. Participants were provided with an unlimited
supply of quarter-inch-thick mild steel plates to practice their welds and were allowed to ask the lead
researcher questions when needed.
Participants who underwent protocol groups one, three,and four used the same Miller®
XMT®
350 CC / CV Multiprocess Welder to practice their welds. Participants in protocol groups two, three,
and four used the same Lincoln Electric®
VRTEX®
360 to practice their virtual welds. Participants in
these training protocol groups were not allowed to use the VR welding system’s visual cues function
but were instead provided with system-scored visual post-weld feedback for different weld technique
parameters (e.g., contact-to-work distance [CTWD], travel speed, work angle, etc.). These feedback
data were displayed on a computer monitor attached to the system. Due to a technical issue with the
Lincoln Electric®
VRTEX®
360 used in our study, participants in protocol groups two, three, and four
were not able to hear any sounds associated with the VR welding process. We used a secure digital
storage system to collect and save the virtual weld data produced by participants who underwent these
three training protocols. The virtual weld data were not reported in this manuscript.
At the end of each training protocol, each participant was provided with six, quarter-inch-thick
mild steelplates to produce three test welds using a Miller®
XMT®
350 CC / CV Multiprocess Welder
and subsequently selected the single best weld for evaluation by the CWIs. Participants did not use the
same Miller®
XMT®
350 CC / CV Multiprocess Welder to perform both their practice welds and their
three test welds. All participants did use the same Miller®
XMT®
350 CC / CV Multiprocess Welder to
produce their three test welds. Each participant’s self-selected best weld was cooled, marked with an
identification code, and stored in a locked location accessible only by the lead researcher. The other
two welds were placed into a designated location in the ISU Agricultural Mechanics Teaching
Laboratory and were saved for metal recycling purposes.
Upon the formal study’s conclusion, a debriefing e-mail disclosing the study’s experimental
design was sent to all pilot and formal study participants. After the formal study concluded, all 101
formal study participants’ test welds were independently evaluated by three CWIs using the weld
evaluation rubric previously described.When one weekhad passed,all 101 test welds were re-evaluated
by the three CWIs. All evaluation data were compiled into an IBM SPSS Version 24.0 software data
set and analyzed.
Data Analysis
14. Wells and Miller The Effect of Virtual Reality…
Journal of Agricultural Education 164 Volume 61, Issue 1, 2020
To test our research hypothesis, we used a one-way analysis of variance (ANOVA) to compare
the weld process training protocol groups’ mean total weld scores. Our dependent variable was total
weld score and our independent variable was the type of weld training protocol used. Prior to analyzing
our data, we averaged the total weld scores from all three CWIs. We used Omega squared (ω2
) to
calculate effect size. ANOVA and Omega squared (ω2
) are often used in tandem within quantitative
agricultural education research (Kotrlik, Williams, & Jabor, 2011).
Results
One-hundred-and-one participants provided the data reported in this manuscript. Most
participants were male (f = 87; 86.1%).The average age of the participants was22.05 years(SD= 4.89).
Most participants were right-hand dominant (f = 88; 87.1%). Nearly one-third of participants were
seniors (f = 32; 31.7%). Over half of the participants were majoring in Mechanical Engineering (f = 54;
53.5%). On average,the participants spent 0.96 hours daily (Mdn = 0.5, Md = 0.0, SD = 1.39) playing
video games. Specific details about the participants’ demographics are provided in Table 2.
Table 2
Participant Demographics (n = 101)
Item f %
What is your gender?
Male Female 87
14
86.1
13.9
What is your age?
18-21
22-25
26-29
30-33
34-37
38+
64
25
5
2
2
3
63.4
24.8
5.0
2.0
2.0
3.0
Which hand is your dominant hand?
Left hand
Right hand
13
88
12.9
87.1
Please indicate your current academic standing.
Freshman
Sophomore
Junior
Senior
Graduate
16
14
24
32
15
15.8
13.9
23.8
31.7
14.9
What is your academic major?
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Journal of Agricultural Education 165 Volume 61, Issue 1, 2020
Mechanical Engineering
Agricultural and Life Sciences Education
Industrial Technology
Agricultural Engineering
Agricultural Studies
Agricultural Education and Studies
Agricultural and Biosystems Engineering
Agricultural Systems Technology
Industrial and Agricultural Technology
Crop Production and Physiology
Aerospace Engineering
54
10
9
7
7
4
4
3
1
1
1
53.5
9.9
8.9
6.9
6.9
4.0
4.0
3.0
1.0
1.0
1.0
Table 2
Participant Demographics (n = 101) Continued…
Estimate the average number of hours that you spend per day
playing video (e.g.,computer, console, mobile, etc.) games.
0-1 hours
1-2 hours
2-3 hours
3+ hours
71
17
11
2
70.3
16.8
10.9
1.9
The participants’ welding experiences prior to engaging in our study are reported in Table 3.
Most participants had not used a welding simulation / simulator system before (f = 79; 78.2%) and
indicated they had welding experience prior to participating in our study (f = 70; 69.3%). Those who
had welding experience prior to participating indicated they had learned to weld, and had practiced their
welding skills, in a variety of settings. The participants most frequently reported prior experience in the
shielded metal arc welding (SMAW; f = 58; 57.4%) and the GMAW (f = 60; 59.4%) processes.
Regarding hours of experience with each process, on average participants reported they had the most
hours of experience with: the (1) flux-cored arc welding (FCAW) process (M = 79.29, SD = 210.31),
followed by the (2) GMAW process (M = 67.52, SD = 239.80), the (3) SMAW process (M = 62.54,
SD = 242.70), the (4) gas tungsten arc welding (GTAW) process (M = 35.18, SD = 83.98), the (5)
oxyfuel welding (OFW) process (M = 10.19, SD = 9.98), and the (6) submerged arc welding (SAW)
process (M = 0.72, SD = 0.41).
Table 3
Formal Study Participants’Prior Welding Experiences (n = 101)
Item f %
Have you ever used a welding simulation / simulator system (e.g.,
virtual reality, augmented reality, etc.) before?
Yes No 22
79
21.8
78.2
Have you ever welded before?
Yes No 70
31
69.3
30.7
16. Wells and Miller The Effect of Virtual Reality…
Journal of Agricultural Education 166 Volume 61, Issue 1, 2020
If you have welded before,where have you learned how to weld?
At my family’s farm or business
At a farm or business not owned by my family
In a facility at my house (e.g.,garage, workshop, etc.)
In my high school’s Agricultural Education program
In my high school’s Industrial Technology program Other
location
24
14
19
13
27
28
23.8
13.9
18.8
12.9
26.7
27.7
If you have welded before,where have you gotten the opportunity to weld or
practice welding?
At my family’s farm or business
At a farm or business not owned by my family
In a facility at my house (e.g.,garage, workshop, etc.)
In my high school’s Agricultural Education program
In my high school’s Industrial Technology program Other
location
23
18
21
14
26
23
22.8
17.8
20.8
13.9
25.7
22.8
Table 3
Formal Study Participants’Prior Welding Experiences (n = 101) Continued…
If you have welded before,which of the following weld processes have you
performed?
Shielded metal arc welding (SMAW; “stick welding”)
Gas metal arc welding (GMAW; “MIG”; “wire welding”)
Flux-cored arc welding (FCAW)
Submerged arc welding (SAW)
Oxy-fuel welding (OFW)
Gas tungsten arc welding (GTAW; “TIG”)
58
60
14
5
23
27
57.4
59.4
13.9
5.0
22.8
26.7
We assumed because participants were randomly placed into one of the four protocol groups
used in our study, any participants’ preexisting differences, such as prior welding experiences,
familiarity using welding simulation / simulator systems, and so forth, would fall within the range of
anticipated statistical variation and would not confound our results.
Table 4 reported descriptive statistics for each weld process training protocol group. The mean
total weld score across all four protocol groups was 74.69 with a standard deviation of 17.61. The
highest mean total weld score (M = 80.15, SD = 15.07) was from participants who underwent the 100%
VR welding training protocol (n = 26) while the lowest mean total weld score (M = 67.84, SD = 16.26)
was from participants who experienced the 50% live welding / 50% VR welding training protocol (n =
25).
Table 4
Descriptive Statisticsfor Participants’ Total Weld Scoresby Group
Group
n M SD SE Min.
Max. Upper
% Confidence
95
Interval for Mean
Lower
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Journal of Agricultural Education 167 Volume 61, Issue 1, 2020
100% live welding 25 74.40 17.09 3.42
36.00 98.00
67.35 81.45
100 % VR welding 26 80.15 15.07 2.96 39.00 98.00 74.07 86.24
50% live welding / 50% VR
welding
25 67.84 16.26 3.25 28.00 100.00 61.13 74.55
50% VR welding / 50% live
welding
25 76.16 20.40 4.08 31.00 99.00 67.74 84.58
Total 101 74.69 17.61 1.75 28.00 100.00 71.22 78.17
Research Hypothesis: Using VR Technology to Facilitate the Development ofWelding Skills to
Complete 2F Tee Joints Will Result in a Significant Impact on Total Weld Scores
A Levene’s test for homogeneity of variances indicated the assumption of homogeneity was
met (p = .580). Our use of a one-way ANOVA revealed there were no statistically significant
differences (p > .05) in total weld scores between any of the four training protocol groups, F(3, 97) =
2.235, p = .089. Effect size was calculated using Omega squared (ω2
= 0.04), which was classified as
“very small” in accordance with the interpretations offered by Sawilowsky (2009, p. 599). Therefore,
we rejected our research hypothesis (Table 5).
Table 5
Comparative Analysis of Total Weld Scoresby Group Means
SS df MS F p
Between Groups 2005.381 3 668.460 2.235 .089
Within Groups 29006.105 97 299.032
Total 31011.485 100
Note. ω2
= 0.04
Conclusions, Discussion, Recommendations, Implications, & Limitations
Our results indicated using VR technology within a one-hour-long GMAW process training
session to facilitate development of welding skills to complete 2F tee joint welds did not result in a
statistically significant (p > .05) impact on welding skill performance as determined by CWIs who used
a weld evaluation rubric to determine total weld scores. As such, we concluded using VR technology
as part of this process neither improved upon nor detracted from participants’ total weld scores. The
individuals who participated in the 100% VR welding group (n = 26) had the highest mean total scores
for their test welds (M = 80.15, SD = 15.07). The individuals who participated in the 50% live welding
/ 50% VR welding group (n = 25) had the lowest mean scores for their test welds (M = 67.84, SD =
16.26). Perhaps the sequencing of the VR technology usage impacted performance. Researchersshould
examine sequencing of VR technology use in future studies. Determining a suitable time frame and
method for introducing VR technology into the skill acquisition process could be impactful for skill
training purposes.
We recommend our study be replicated. We do wish to emphasize both total participant
quantities and group sizes should be increasedto provide increasedpower for statistical testing. Perhaps
18. Wells and Miller The Effect of Virtual Reality…
Journal of Agricultural Education 168 Volume 61, Issue 1, 2020
even reducing the number of protocol groups used in future research to increase the size of each group
could be beneficial. In terms of participant recruitment, the primary issue we experienced was our
research site was located off-campus and may not have been easily accessible for some prospective
participants, thus reducing our total number of participants. In several instances, prospective
participants contacted the lead researcher directly via e-mail or text message to notify him they were
unaware of the research site’s off-campus location and did not have suitable transportation there. Thus,
we recommend future studies be conducted at a central location easily accessible by all prospective
participants.
Considering the design of our study, we were left to question if our results would have been
different had the participants undergone training protocols spanning a longer time frame. Scholars
(DeKeyser,2015; Lancelot, 1944; Osborne, 1986; Wulf, 2007) have previously noted the development
of skills can take time to fully materialize. Byrd (2014) used weld training protocols that were at least
one week in duration is his study. It is conceivable that had we extended the duration of our training
protocols to perhaps one eight-hour-long day, we may have found significant differences in total weld
scores between the protocol groups. However, it is also possible that increasing the length of time
individuals were asked to participate to our study may have resulted in increased subject mortality, thus
introducing an internal validity issue (Campbell & Stanley, 1963). We recommend future researchers
of welding skill performance carefully consider the durations of their studies and the effects of time on
participants’ skill acquisition processes.
We elected to focus our study on welding skill performance in the context of GMAW process
training. GMAW has fewer operator variables than other welding processes and can allow for quicker
skill acquisition for novice welders (Rose,Pate,Lawver,Warnick, & Dai, 2015). Further, we selected
2F tee welds due to their simplicity in comparison to other weld configurations (Stone et al., 2013). In
addition, participants who were assigned to the training protocols using VR welding were not allowed
to use visual cues as part of their practice sessions. Stone et al. (2013) noted using visual cues can be
useful in some instances and harmful in others. As such, we question if our results would have been
different had we elected to implement a different welding process such as SMAW, selected a different
weld configuration, or had allowed participants to use visual cues during VR welding practice. Further
research focusing on each of these variables could provide useful information relevant to welding
industry stakeholders.
Considering the majority of our study’s participants (n = 70; 69.3%) reported they had welding
experience prior to participating in our study, we speculate this may have been a factor contributing to
our lack of identifying statistically significant results. To help better control for this variable in future
studies, we recommend researchers consider conducting experimental or quasi-experimental research
with groups of novices. Large groups of novices could be found in numerous settings, including SBAE
programs or university-level agricultural mechanics coursework. Moreover, if conducted within the
scope of a secondary- or university-level course,future studies could examine the impacts of using VR
technology over a longer timeframe, such as an entire semester or academic year, while helping to
minimize participant attrition.
Regarding stakeholders, we recommend professionals involved in welding education, such as
agricultural education practitioners, continue to examine how educational technology-based practices
can assist in the teaching and learning of psychomotor skills. Stone et al. (2011) indicated using VR
technology for weld process training purposes shows promise for preparing skilled welders. While our
study did not indicate VR technology use made a statistically significant impact, follow-up research
should be conducted to help determine if such technology should be considered as viable in the
acquisition of welding-related psychomotor skills. Welding plays a considerable, traditional role in
agricultural education, particularly at the secondary and university levels (Burris et al., 2005) and is
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included in many career areas in the agricultural industry. The agricultural industry is ever-changing
(Doerfert, 2011) and must continue to critically examine the roles and impacts new technologies and
products adoption can play (Lindner et al., 2016).
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