Björn Marko Henrik, Laurila Jonne Mm, Ravyse Werner, Kukkonen Jari, Leivo Sanna, Mäkitalo Kati, Keinonen Tuula
School of Applied Educational Science and Teacher Education, Joensuu, University of Eastern Finland, Joensuu, Finland.
Institute of Biomedicine, Integrative Physiology and Pharmacology, University of Turku, Turku, Finland.
JMIR Serious Games. 2020 Dec 30;8(4):e18768. doi: 10.2196/18768.
Virtual simulation is the re-creation of reality depicted on a computer screen. It offers the possibility to exercise motor and psychomotor skills. In biomedical and medical education, there is an attempt to find new ways to support students' learning in neurophysiology. Traditionally, recording electroencephalography (EEG) has been learned through practical hands-on exercises. To date, virtual simulations of EEG measurements have not been used.
This study aimed to examine the development of students' theoretical knowledge and practical skills in the EEG measurement when using a virtual EEG simulator in biomedical laboratory science in the context of a neurophysiology course.
A computer-based EEG simulator was created. The simulator allowed virtual electrode placement and EEG graph interpretation. The usefulness of the simulator for learning EEG measurement was tested with 35 participants randomly divided into three equal groups. Group 1 (experimental group 1) used the simulator with fuzzy feedback, group 2 (experimental group 2) used the simulator with exact feedback, and group 3 (control group) did not use a simulator. The study comprised pre- and posttests on theoretical knowledge and practical hands-on evaluation of EEG electrode placement.
The Wilcoxon signed-rank test indicated that the two groups that utilized a computer-based electrode placement simulator showed significant improvement in both theoretical knowledge (Z=1.79, P=.074) and observed practical skills compared with the group that studied without a simulator.
Learning electrode placement using a simulator enhances students' ability to place electrodes and, in combination with practical hands-on training, increases their understanding of EEG measurement.
虚拟仿真是在计算机屏幕上对现实的重新创建。它提供了锻炼运动技能和心理运动技能的可能性。在生物医学和医学教育中，人们试图寻找新方法来支持学生在神经生理学方面的学习。传统上，脑电图（EEG）记录是通过实际操作练习来学习的。迄今为止，尚未使用过EEG测量的虚拟仿真。
本研究旨在考察在神经生理学课程背景下，使用虚拟EEG模拟器对生物医学实验室科学专业学生进行EEG测量时，其理论知识和实践技能的发展情况。
创建了一个基于计算机的EEG模拟器。该模拟器允许进行虚拟电极放置和EEG图形解读。将35名参与者随机分为三组，测试该模拟器对学习EEG测量的有效性。第一组（实验组1）使用带有模糊反馈的模拟器，第二组（实验组2）使用带有精确反馈的模拟器，第三组（对照组）不使用模拟器。该研究包括对理论知识的前测和后测以及对EEG电极放置的实际操作评估。
Wilcoxon符号秩检验表明，与未使用模拟器学习的组相比，使用基于计算机的电极放置模拟器的两组在理论知识（Z = 1.79，P = 0.074）和观察到的实践技能方面均有显著提高。
使用模拟器学习电极放置可提高学生放置电极的能力，并且与实际操作训练相结合，可增强他们对EEG测量的理解。
