Virtual reality as pedagogical tool to enhance experiential learning: A systematic literature review

Since half of the century, technology has dominated the modern era. The rapid advancement of technology has reached generating artificial intelligence and artificial realities. So, virtual reality is an emerging technology and is applicable in education as well. Virtual reality is a computer-generated simulation, where people can interact within an artificial environment. Moreover, in an educational setting, such an environment provides students with a chance to get experiential learning. This paper has a systematic literature review on emerging technologies, such as virtual reality as a pedagogical tool for enhancing students’ experiential learning. This review aims to explore and understand the effect of virtual reality on students’ experiential learning by reviewing twenty-six selected articles. The selected studies have followed various methodologies and are from different contexts. This review study aims to present a systematic literature review for understanding and exploring the effect of virtual reality as a pedagogical tool for enhancing students’ experiential learning. Nine themes were identified, which are (a) virtual reality as pedagogical tool, (b) virtual reality as emerging educational technology tool, (c) virtual reality as digital transformation, (d) virtual reality as teaching learning model, (e) virtual reality as architectural pedagogy, (f ) virtual reality for communication skills, (g) virtual reality for reading and writing skills, (h) virtual reality for social learning, and (i) virtual reality for experiential learning. Thus, it is found that virtual reality is used as a pedagogical tool for various subject areas for encouraging involvement. It is helpful in medical, engineering, language, and social learning, as it provides a chance to get first-hand experience of the environment. Also, it helps learners to engage in a presented virtual environment and experience the sense of presence in it and enhances students’ experiential learning. Therefore, this review found virtual reality as an essential pedagogical tool for strengthening students’ experiential learning

TravelBot:Utilising Social Media Dialogue to Provide Journey Disruption Alerts

ACKNOWLEDGEMENTS The research described here is supported by the award made by the RCUK Digital Economy programme to the dot.rural Digital Economy Research Hub; award reference: EP/G066051/1. We extend our grateful thanks to the participants who have contributed to the studies throughout, and to the industry partner FirstGroup plc for their support.Peer reviewedPublisher PD

TravelBot:Journey Disruption Alerts Utilising Social Media and Linked Data

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Disparities in liver transplantation rates and outcomes among adults with and without mental illnesses

Background: Patients with mental illnesses face unique disparities in access to liver transplantation. We sought to compare rates of evaluation, transplantation, and post-transplant outcomes among patients with and without mental illnesses.Methods: Patients aged 18-75 with decompensated cirrhosis or hepatocellular carcinoma were identified from the Medicare Standard Analytic Files from 2014-2020. Regression analyses were used to examine the association between mental illness and evaluation by a transplant surgeon, receipt of transplant, and post-transplant outcomes.Results: Among 274,252 liver transplant candidates, 34,269 (12.5%) patients had depression and/or anxiety disorders and 8,184 (3.0%) had severe mental illnesses. The proportion of patients evaluated by a transplant surgeon was lower among patients with severe mental illnesses (14.1%), as well as individuals with depression and/or anxiety disorders (16.0%) versus the general population (18.5%) (p \u3c 0.001). Similarly, utilization of transplantation rates was lower among patients with severe mental illness (1.1%) compared with depression and/or anxiety disorders (2.0%), as well as individuals without mental illnesses (3.8%) (p \u3c 0.001). On multivariable regression analyses, mental illness remained independently associated with lower odds of evaluation and transplantation among patients with mental illnesses. In contrast, on adjusted analyses there were no differences in postoperative outcomes including perioperative complications, biliary complications, graft rejection, graft failure, and overall survival.Conclusion: Despite lower rates of evaluation and transplant, patients with mental illnesses did not experience differences in most postoperative outcomes compared with patients without a mental illness