Department of Psychology, Institute for Simulation and Training, University of Central Florida , Orlando, FL , USA.
University of Central Florida College of Medicine, Health Sciences Campus at Lake Nona , Lake Nona, FL , USA.
PeerJ. 2014 May 13;2:e372. doi: 10.7717/peerj.372. eCollection 2014.
Interactive virtual human (IVH) simulations offer a novel method for training skills involving person-to-person interactions. This article examines the effectiveness of an IVH simulation for teaching medical students to assess rare cranial nerve abnormalities in both individual and small-group learning contexts. Individual (n = 26) and small-group (n = 30) interaction with the IVH system was manipulated to examine the influence on learning, learner engagement, perceived cognitive demands of the learning task, and instructional efficiency. Results suggested the IVH activity was an equally effective and engaging instructional tool in both learning structures, despite learners in the group learning contexts having to share hands-on access to the simulation interface. Participants in both conditions demonstrated a significant increase in declarative knowledge post-training. Operation of the IVH simulation technology imposed moderate cognitive demand but did not exceed the demands of the task content or appear to impede learning.
互动式虚拟人（IVH）模拟为培训涉及人际互动的技能提供了一种新方法。本文研究了 IVH 模拟在教授医学生评估个体和小组学习环境中罕见颅神经异常方面的效果。通过操纵个体（n = 26）和小组（n = 30）与 IVH 系统的交互作用，研究了学习、学习者参与度、对学习任务认知需求的感知以及教学效率的影响。结果表明，尽管小组学习环境中的学习者必须共享对模拟界面的实际访问权限，但 IVH 活动在这两种学习结构中都是一种同样有效和吸引人的教学工具。在培训后，两组参与者的陈述性知识都显著增加。IVH 模拟技术的操作带来了适度的认知需求，但没有超过任务内容的需求，也没有表现出对学习的阻碍。
