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The purpose of this paper is to discuss the use of stereoscopic virtual technology in textile and fashion studies in particular to the area of chemical experiment. The development of a designed virtual platform, called Stereoscopic Chemical Laboratory (SCL), is introduced.

To implement the suggested educational approaches of SCL, a set of teaching and learning materials with emphasis on the application methods was revised from the existing subjects. The architecture of SCL includes building of virtual objects with the Autodesk software Maya and designing of interactivity by using Unity, a game engine system. Prototype version of the SCL has been passed to selected academic colleagues and students for further evaluation and application feedback.

Textile students can conduct laboratory experiments associated with coloration and finishing of textile technologies in a stereoscopic 3D and multisensory laboratory, and hence enhance their learning experience. With the use of SCL, students can learn relevant experiment tools, experimental processes, procedures, and safety and health precautions.

There is very limited educational or training approach in applying stereoscopic virtual reality in teaching activities. In the area of textile experiment, the authors could say it is virtual and does not exist in current research domains.

The purpose of this paper is to introduce an integrated laboratory experiment setup (ILES) to overcome problems encountered in open distance learning (ODL) especially when offering engineering degree programmes.

Engineering laboratory experiments can be classified as experiments which are performed with the intention to inculcate theory, and second, to provide hands-on experience. The ILES integrates both types of experiments with face-to-face laboratory (FFL), online remote laboratory (ORL), and multimedia demonstrations, and it helps to reduce traditional FFL duration by 50 per cent. The first phase of the ILES provides an opportunity to refer multimedia demonstrations of the experiments. Thereafter, students attend the first FFL session, which covers about 25 per cent of the experiments. In the next step, 50 per cent of the experiments are offered using the ORL, via the internet while interacting with real equipment and making actual observations. The final step is used to accomplish the rest of the experiments (25 per cent) in FFL which facilitates the clarification of any problem that may occur in the ORL.

This blended laboratory system will help to achieve ODL objectives while utilising resources productively and cost effectively. Having implemented the idea and based on the information received from the stakeholders, this has proved to be a workable solution to one of the difficulties faced by ODL students.

The level of outcome of the students has to be observed and analysed in comparison with the traditional laboratory setup.

Some experiments (e.g. thermodynamics) which need more safety precautions are difficult to offer via ORL.

The ILES is a blended setup including FFL, ORL and multimedia demonstrations and it is a novel concept which is most applicable to engineering/science programmes offered in ODL mode.

This is the first of a series dealing with laboratory work — its place in National Certificate courses, its organisation and its content. Mr Easton discusses here mainly the importance of laboratory work and the proper allocation of time to it. Further articles will deal with its content at particular stages.

In this article, we survey experiments that are directly related to monetary policy and central banking. We argue that experiments can also be used as a tool for central bankers for bench testing policy measures or rules. We distinguish experiments that analyze the reasons for non-neutrality of monetary policy, experiments in which subjects play the role of central bankers, experiments that analyze the role of central bank communication and its implications, experiments on the optimal implementation of monetary policy, and experiments relevant for monetary policy responses to financial crises. Finally, we mention open issues and raise new avenues for future research.

Presents a critical review of the role of laboratory experiments in information systems research. In an attempt to highlight the issues raised by laboratory experiments, presents a thought experiment of such an experiment. The thought experiment indicates the problem of distinguishing between that which is done to complete the task and that which is done to complete the requirements of the experiment. Further develops an understanding of this problem by presenting the work of Heidegger, Merleau‐Ponty and others. From this discussion, shows that people develop styles for coping in the world that do not allow them to “break up” the world into discrete objects, events, persons, and so forth. Based on this discussion, argues that it is impossible for the observer as well as the observed to know whether their style of coping in the experiment is a style of coping with the world or a style of coping with the requirements and constraints of the experiment. From this discussion, concludes that most laboratory experiments in information systems research have neither internal nor external validity. As such, they should be actively discouraged.

The aim of this work is to implement bootstrapping methods into software tools, based on Java.

This paper presents a category of software e‐tools aimed at simulating laboratory works and experiments.

Both students and teaching staff use traditional statistical methods to infer the truth from sample data gathered in laboratory experiments. However, the repeated laboratory experiments mean the consumption of a great deal of substances and reactants. At the same time, there are some ethically motivated reasons to reduce the number of animals used in experimentation. Using a bootstrapping tool and computer power, the experimenter can repeat the original experiment on computer, obtaining pseudo‐data as plausible as those obtained from the original experiment.

Provides data on implementing bootstrapping methods into software e‐tools, simulating laboratory experiments in didactic and research activities.

We review the experimental evidence on risk aversion in controlled laboratory settings. We review the strengths and weaknesses of alternative elicitation procedures, the strengths and weaknesses of alternative estimation procedures, and finally the effect of controlling for risk attitudes on inferences in experiments.

The success of a supply chain is highly reliant on effective inventory and ordering decisions. This paper systematically reviews and analyzes the literature on inventory ordering decisions conducted using behavioral experiments to inform the state-of-the-art.

This paper presents the first systematic review of this literature. We systematically identify a body of 101 papers from an initial pool of over 12,000.

Extant literature and industry observations posit that decision makers often deviate from optimal ordering behavior prescribed by the quantitative models. Such deviations are often accompanied by excessive inventory costs and/or lost sales. Understanding how humans make inventory decisions is paramount to minimize the associated consequences. To address this, the field of behavioral operations management has produced a rich body of research on inventory decision-making using behavioral experiments. Our analysis identifies primary research clusters, summarizes key learnings and highlights opportunities for future research in this critical decision-making area.

The findings will have a significant impact on future research on behavioral inventory ordering decisions while informing practitioners to reach better ordering decisions.

Previous systematic reviews have explored behavioral operations broadly or its subdisciplines such as judgmental forecasting. This paper presents a systematic review that specifically investigates the state-of-the-art of inventory ordering decisions using behavioral experiments.

As mentioned at the conclusion of the first part of this article last month, the first fortnight a student spends at college is devoted entirely to an induction course about experimental methods. The syllabus is given below: it is only an introduction, of course, since later laboratory work develops the theme and provides examples of the problems discussed.

The author continues the series on laboratory work with a discussion of the content and organisation of the first year's work in Engineering Science. Particular attention is paid to the development of schedules for ensuring that all S1 students perform a balanced set of experiments, as far as possible individually and inter‐linked with the relevant theory.