Generating Personalized Behavioral Feedback for a Virtual Job Interview Training System Through Adversarial Learning

Over the last years, with the rapid development of 3D Web technologies, such as Web3D, HTML5 and WebGL, have allowed complex 3D scenes to be rendered interactively, within a web browser. Compared to the traditional virtual training system, the traing system with WebGL, which requires no explicit installation plug-in and is able to achieve cross-platform easily, is getting more and more popular. This foundation has made it possible to build powerful the virtual acupuncture training system. However, designing and implementing a complete virtual training system using WebGL is not straightforward and complex. In this paper, the author presents a virtual acupuncture training system that using WebGL and Three.js 3D Engine. It can be used to learn acupuncture, and also give ordinary people a reference. Our experiment result shows that WebGL and Three.js 3D Engine can easily support the virtual acupuncture training system, and have a good response. By using this system, the trainers can be more familiar with the acupoint of the human body. At the same time, the trainer will improve his ability in acupuncture therapy. We also hope to provide some references for the development of the virtual training system.

For a long time, training work of army equipment maintenance crew mostly goes on real-equipment, which is organized by academies or relevant units later. In some extent, this kind of conventional maintenance ways decrease the efficiency and quality of weapon equipment maintenance. In face of more and more new equipment, it not only increases the difficulty of maintenance training but also brings a new challenge to conventional maintenance ways. Aiming at the lack of maintenance training ways of conventional land-battle equipment, we adopt new technology of virtual reality in recent years to create typical-type amphibious assault vehicle virtual maintenance training system, which provide new means for maintenance crew. This text is tend to analyze interactive desktop virtual maintenance training system, and then for instance, briefly introduce typical-type amphibious assault vehicle.

This paper presents a highly interactive and immersive Virtual Reality Training System (VRTS) (“beWare of the Robot”) in terms of a serious game that simulates in real-time the cooperation between industrial robotic manipulators and humans, executing simple manufacturing tasks. The scenario presented refers to collaborative handling in tape-laying for building aerospace composite parts. The tools, models and techniques developed and used to build the “beWare of the Robot” application are described. System setup and configuration are presented in detail, as well as user tracking and navigation issues. Special emphasis is given to the interaction techniques used to facilitate implementation of virtual human–robot (HR) collaboration. Safety issues, such as contacts and collisions are mainly tackled through “emergencies”, i.e. warning signals in terms of visual stimuli and sound alarms. Mental safety is of utmost priority and the user is provided augmented situational awareness and enhanced perception of the robot’s motion due to immersion and real-time interaction offered by the VRTS as well as by special warning stimuli. The short-term goal of the research was to investigate users’ enhanced experience and behaviour inside the virtual world while cooperating with the robot and positive pertinent preliminary findings are presented and briefly discussed. In the longer term, the system can be used to investigate acceptability of H–R collaboration and, ultimately, serve as a platform for programming collaborative H–R manufacturing cells.

Autistic transition age youth struggle with obtaining employment, and interviewing is a critical barrier to getting a job. We adapted an efficacious virtual reality job interview intervention to meet the needs of autistic transition age youth, called the Virtual Interview Training for Transition Age Youth. This study evaluated whether Virtual Interview Training for Transition Age Youth can be feasibly delivered in high school special education settings and whether Virtual Interview Training for Transition Age Youth improves job interview skills, job interview self-efficacy, job interview anxiety, and access to employment. Forty-eight autistic transition age youth received school-based pre-employment services as usual with Virtual Interview Training for Transition Age Youth, while 23 autistic transition age youth received services as usual only. Local teachers trained and supervised autistic transition age youth using Virtual Interview Training for Transition Age Youth. Participants reported Virtual Interview Training for Transition Age Youth was highly acceptable. Participants receiving services as usual and Virtual Interview Training for Transition Age Youth, compared to participants receiving services as usual only, had better job interview skills and lower job interview anxiety as well as greater access to jobs. Overall, Virtual Interview Training for Transition Age Youth appears to be effective at teaching job interview skills that are associated with accessing competitive jobs. Moreover, youth enjoyed Virtual Interview Training for Transition Age Youth and teachers feasibly implemented the tool within special education pre-employment transition services. Future research needs to better understand how autistic transition age youth from culturally diverse backgrounds and different social, behavioral, or mental health challenges may respond to Virtual Interview Training for Transition Age Youth.

In order to improve the efficiency of auxiliary medication for patients with mild cognitive impairment, this paper proposes a method based on VR technology and health education. Sixty elderly patients with COPD and MCI admitted to a hospital from January 2019 to February 2020 were randomly divided into a control group and study group, with 50 cases in each group. On the basis of conventional drug therapy, health education, and respiratory muscle training, patients in the control group received routine lung rehabilitation training, while patients in the study group received lung rehabilitation training using the BioMaster virtual scene interactive rehabilitation training system. Both groups continued training for 12 weeks. Lung function indexes, 6-minute walking distance, COPD assessment test (CAT) score, and Montreal Cognitive Function Assessment Scale (MoCA) score were compared between the 2 groups before training and 4, 8, and 12 weeks after training. The experimental results show that, in the study group, the percentage of FEV1 in the predicted value at 8 weeks after training, the percentage of FEV1 in the predicted value at 12 weeks after training, and FEV1/FVC were higher than those in the control group (P < 0.05). There was no significant difference in 6-minute walking distance, CAT score, and MoCA score between the two groups before training (P > 0.05). Twelve weeks after training, patients in the study group had a longer 6-minute walking distance, a lower CAT score, and a higher MoCA score than those in the control group (P < 0.05). It is proved that the application of virtual reality technology in lung rehabilitation training of elderly COPD patients with MCI is effective, which can effectively improve the lung function, cognitive function, and exercise tolerance of the patients and reduce the symptoms of dyspnea and the efficiency of medication.

Virtual training is a growing mode of operation within high technology enterprises through virtual technology and virtual operating strategy. The purpose of this paper was to develop a new conceptual framework and propositions to assist understanding of a new training ideology. The approach used was the integration of related literatures and development of arguments for main factors in virtual training system. We argue that basic technology, management theory and system structure are the key factors for constituting virtual training system in high technology companies. Virtual training system application includes knowledge management system, virtual learning society and autonomic training.

A type 1 hybrid multi-site randomized controlled trial protocol for evaluating virtual interview training among autistic transition-age youth

Services are available to help support existing employment for individuals with psychiatric disabilities; however, there is a gap in services targeting job interview skills that can help obtain employment. We assessed the feasibility and efficacy of Virtual Reality Job Interview Training (VR-JIT) in a randomized controlled trial. Participants were randomized to VR-JIT (n = 25) or treatment-as-usual (TAU) (n = 12) groups. VR-JIT consisted of 10 hours of simulated job interviews with a virtual character and didactic online training. The participants attended 95% of laboratory-based training sessions and found VR-JIT easy to use and felt prepared for future interviews. The VR-JIT group improved their job interview role-play performance (p ≤ 0.05) and self-confidence (p ≤ 0.05) between baseline and follow-up as compared with the TAU group. VR-JIT performance scores increased over time (R = 0.65). VR-JIT demonstrated initial feasibility and efficacy at improving job interview skills and self-confidence. Future research may help clarify whether this intervention is efficacious in community-based settings.

A pilot RCT of virtual reality job interview training in transition-age youth on the autism spectrum

The sense of touch is essential to perform discriminating tasks in virtual reality applications or virtual training systems. To discriminate between different virtual objects, a human operator needs to clearly perceive the stiffness of each object. Stiffness is not only a material property, but also a characteristic of the particular object and express how it is being touched. Stiffness affects the perception of surface topography and depends on the area of applied force. While haptic-enabled virtual reality training systems have been received considerable attention in recent years, our main criticism on these systems is that their virtual environments provide homogeneous haptic stiffness and less perceptually accurate virtual space. This paper investigated how texture affects the perception of haptic stiffness of the virtual object. By performing a psychophysical experiment, we determined that human operator' average accuracy in discriminating perceived haptic stiffness of the virtual object is depending on its texture information and spatial variations. Our findings underscore the importance of implementing spatially varying haptic parameters.

BackgroundThe contextual and interactive learning research was motivated by the need to enhance the healthcare training effect of caregivers of patients with suspected COVID‐19 infection during quarantine. However, there is a lack of effective approaches to integrating mobile contextual learning into interactive learning.ObjectivesTherefore, this study developed a mobile augmented reality‐integration contextual interactive healthcare training system, and then investigated the effects of the proposed system on anxiety, learning effects, perceived support and self‐efficacies.MethodsTo validate the effectiveness of the system, we conducted a quasi‐experiment with a sample of 91 caregivers of patients with suspected COVID‐19 infection.Results and conclusionsResults showed that the experimental group with the developed system was superior to the control group with e‐pamphlet instruction in mobile devices, in terms of learning effect, perceived support, self‐efficacies and reduction of anxiety during quarantine. Therefore, the mobile contextual interactive healthcare training system could be useful to improve caregivers' self‐efficacies as well as their ability to care for patients in the context of COVID‐19 infection prevention.ImplicationsThis is one of the few studies of the effective approach for technology‐enhanced healthcare education in the COVID‐19 pandemic. Some corresponding suggestions are proposed: implementing mobile contextual interactive training activities to enhance caregivers' knowledge, skills and self‐efficacies; involving social interactions to relieve caregivers' anxiety; providing professional communications and support while facing difficulties in taking care of patients with suspected COVID‐19 infection.

Interactive training environments typically include feedback mechanisms designed to help trainees improve their performance through either guided or self-reflection. In this context, trainees are candidate teachers who need to hone their social skills as well as other pedagogical skills for their future classroom. We chose an avatar-mediated interactive virtual training system–TeachLivE–as the basic research environment to investigate the motions and embodiment of the trainees. Using tracking sensors, and customized improvements for existing gesture recognition utilities, we created a gesture database and employed it for the implementation of our real-time gesture recognition and feedback application. We also investigated multiple methods of feedback provision, including visual and haptics. The results from the conducted user studies and user evaluation surveys indicate the positive impact of the proposed feedback applications and informed body language. In this paper, we describe the context in which the utilities have been developed, the importance of recognizing nonverbal communication in the teaching context, the means of providing automated feedback associated with nonverbal messaging, and the preliminary studies developed to inform the research.

Enhancing individual placement and support (IPS) - Supported employment: A Type 1 hybrid design randomized controlled trial to evaluate virtual reality job interview training among adults with severe mental illness

Individual Placement and Support (IPS) is an evidence based strategy for facilitating employment among adults with severe mental illness (SMI) where staff may lead mock job interviews to prepare clients for real-world interviews (a method with limited scalability and cost effectiveness). A virtual reality job interview training program (VR-JIT)-delivered via the internet-has demonstrated efficacy for increasing employment among adults with SMI. Now, VR-JIT is being implemented with a community mental health agency (CMHA) and evaluated for its effectiveness within IPS. This study is a budget impact analysis, evaluating the costs of preparing a CMHA to implement VR-JIT. Implementation preparation occurred over 7 months from October 1, 2016 to April 30, 2017. CMHA staff (n = 15) and external research partners (n = 3) tracked their hours completing implementation preparation activities. Salaries plus a 28% fringe benefit rate were used to derive a per-hour salary amount for each individual and applied to each activity. Non-labor equipment costs were obtained from purchase receipts. A budget impact analysis evaluated the expenditures associated with preparing the CMHA to implement VRJIT. The total implementation preparation costs equaled $25,482. Labor costs equaled $22,882 and non-labor costs equaled $2,600. In total, 655 person-hours were spent preparing for VR-JIT implementation (e.g., preparing lab space, training, and supervising operations). This study presents an initial evaluation of the budget impact of preparing to implement VR-JIT in a CMHA. Cost considerations for future implementation preparation will be discussed. Given that the cost to prepare to implement an intervention can hinder its adoption, results provide an important analysis for decision-makers that may enhance uptake. Future work will determine the cost-effectiveness of VR-JIT implemented within IPS. This study is registered at http://clinicaltrials.gov, NCT = 03049813, "Virtual Reality Job Interview Training: An Enhancement to Supported Employment in Severe Mental Illness."

Four randomized controlled trials revealed that virtual-reality job interview training (VR-JIT) improved interviewing skills and the odds of obtaining a job offer among trainees with severe mental illness or autism spectrum disorder. This study assessed whether postintervention interviewing skills mediated the relationship between completion of virtual interviews and receiving job offers by six-month follow-up. VR-JIT trainees (N=79) completed pre- and posttest mock interviews and a brief survey approximately six months later to assess whether they received a job offer. As hypothesized, analyses indicated that the number of completed virtual interviews predicted greater posttest interviewing skills (β=.20, 95% posterior credible interval [PCI]=.08-.33), which in turn predicted trainees' obtaining a job offer (β=.28, 95% PCI=.01-.53). VR-JIT may provide a mechanism of action that helps trainees with various psychiatric diagnoses obtain job offers in the community. Future research can evaluate the community-based effectiveness of this novel intervention.