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This paper aims to explore virtual simulations, merging artificial intelligence with real-world simulations, supporting Canadian armed forces (CAF) junior military leaders (JMLs) leadership development. Our research questions are: (1) How do virtual simulations support CAF junior military leadership development within a globalized and complex environment in the 21st century? (2) Could virtual simulations support a leadership culture change through efficacious “soft skills” training? In this paper, we explore the efficacy of virtual simulations for enhancing or developing leadership in JMLs in the CAF through a four-day pilot project with twenty JMLs (n = 20).

To assess the efficacy of virtual simulations for leadership development, we designed and studied a four-day leadership workshop for JMLs in the CAF using several virtual artificial intelligence leadership role-play simulations developed by McGraw Hill in their smart book textbook (Manning & Curtis, 2022) and several non-virtual in-class simulations for comparison. We selected four twenty to thirty-minute virtual role-play simulations that synergized with the in-person morning leadership workshop. We facilitated the three-hour leadership workshops and virtual/in-class simulations over four consecutive days. We emulated the ELESS model (De Freitas & Routledge, 2013) to assess soft and leadership skills.

The participants (JMLs) reported beneficial learning utility associated with the virtual simulations. Participants also expressed that further utility might be leveraged through virtual simulations incorporating greater complexity with multiple potential outcomes. They also suggested that leadership simulations designed around military situations would prove highly beneficial, something that was outside of the scope of this small pilot project.

Since this phase of our research is a pilot project, we secured a small amount of funding to test our hypothesis that simulations enhance leadership development for JMLs. These funding limitations resulted in several constraints in the research, such as the availability of virtual simulations articulating leadership from a military perspective. However, we believed the assigned organizational leadership simulations in the McGraw Hill Smart Book ecosystem would approximate generic leadership situations enough to test the hypothesis with the JMLs. As a pilot project, our sample size was relatively small (n = 20 JMLs) since participation was voluntary amidst a busy spring season for the JMLs. Since this is a pilot project, we suggest that twenty JMLs are an adequate sampling to test the hypothesis that simulations enhance JML leadership development. We will expand the sample size in the next phase of our research as we work with the CAF to expand the pool of participants to at least forty JML participants (n = 40). We also plan to secure further funding to collaborate with subject matter experts to design virtual simulations based on Canadian military leadership scenarios.

The CAF host robust simulations capabilities for combat training, but have not exploited the potential training and analytical capacity of virtual leadership simulations for leadership development within the CAF. We believe that virtual simulations provide an opportunity for the CAF to effect desired culture change through leadership development that leverages the substantial pedagogical benefits of simulations.

The CAF encountered several detrimental leadership scandals that eroded the reputational capital of the CAF. In the current geo-political climate of an expanding North American Treaty Organization (NATO) and threats from several international actors, the CAF seeks to expand its capabilities by adding and enhancing its human capital. However, the CAF currently experiences a significant gap in its human capital aspirations. There is a unanimous consensus that the endemic traditional culture of the CAF, as expressed in the recent explosive leadership scandals, is a deterrent to recruitment and thus weakens the CAF’s capability. The CAF targets leadership development with new leadership paradigms as pivotal to culture change. The CAF suggests that by enhancing leadership development in the CAF the new cadre of leadership will change the culture of the CAF and thereby enhance the reputational capital of the CAF. It is believed that this rejuvenated culture will lead to greater recruitment and retention, leading to a strengthened military. A strengthened military is important to provide effective support and protection for the Canadian people in these volatile and uncertain times. This expanded capacity will enable the CAF to address external military threats more effectively and also the increasing operations other than war (OOTW), such as the military support of long-term care facilities during COVID-19 or the military’s support in fighting record wildfires and the military’s support in climate change related disasters such as flooding.

The satisfaction measures indicated by the participants are typical evaluative measures of leadership development (Noe, 2023). These satisfaction ratings do not, however, indicate whether training has produced a change in behaviour (Brown, 2022). The implications of these outcomes for leadership education are that role-player simulations are useful leadership education and development tools because they provide a theatre of practice in which mistakes are not detrimental and serve as learning moments (Moore, 2012; Piro and O’Callaghan, 2021; Riotto, 2021). Further, the importance of role-player simulations that closely approximate the sector where leadership is experienced and practiced is perceived to enhance the experience. While the CAF invest in combat related simulations, but leadership development simulations are not as evident in the training and development array. This study seeks to assess their potential value as a leadership development tool within the wider context of character development as a leadership competency.

The changing clinical landscape in psychiatry, both before and after the pandemic, has impacted students’ direct contact with psychiatric patients. It is imperative, therefore, that medical education keeps pace with evolving clinical pathways to ensure that clinicians are always appropriately trained not just for common presentations but also for low-prevalence, high-risk situations. Simulated-based training is well established. However, it is not without its limitations, many of which could be overcome with the use of virtual simulation. This study aims to analyse the use of virtual simulation within medical education to train clinicians in psychiatric assessments.

A scoping review was undertaken with a comprehensive literature search of the six most relevant online peer-reviewed databases, including PubMed, PsycINFO, CINAHL, Medline, EMBASE and Cochrane. All published papers in English that discussed simulation in teaching psychiatric assessments were included.

Virtual patients can be used for educational, diagnostic and therapy purposes attributable to advances in speech-recognition technology. Virtual simulations are well received and positively affect clinicians’ knowledge and skill development. Educational faculties should consider using virtual simulation technologies to improve learning outcomes. Further studies should enhance the fidelity and quality of virtual assessment simulation situations, mainly focusing on the virtual patient’s empathy, gesturing and body language to enable this evidence-based tool to be used effectively and efficiently for the benefit of future patient care.

The changing clinical landscape in psychiatry, both before and after the pandemic, has impacted students’ direct contact with psychiatric patients. This scoping review has reviewed the use of virtual simulation-based education to train clinicians for psychiatric assessments. To the best of the authors’ knowledge, this work has not been conducted before.

Current virtual simulation platforms provide various tools to generate non-immersive simulation processes purposefully in different domains. The generated simulation processes are adopted for analysis, presentation, demonstration and verification. In the virtual maintenance domain, this intuitive and visual method has benefitted product maintainability design and improvement. Generating an ideal and reasonable non-immersive virtual maintenance simulation is always time-consuming because of the complicated human operations and logical relationships involved. This study aims to propose a semiautomatic approach to increase efficiency in non-immersive virtual maintenance simulation implementation.

The methodology analyzes the general catalogs of common maintenance tasks and explores the corresponding secondary development approaches of simulation tools that can achieve motion simulation in virtual environments, by focusing on the diversity, complexity and uncertainty in non-immersive virtual simulation process generation. Afterward, a single virtual human motion can be generated by controlling the parameters and indices of the simulation tools. Subsequently, all of the generated single motions are connected logically to simulate the entire maintenance process.

Instead of selecting various tools, such as that in a traditional method, the proposed methodology analyzes and integrates the necessary basic parameters considering the characteristics of virtual maintenance simulation for a target maintenance activity.

The user can control the predefined parameters to generate the simulation combining several other simple operations in virtual environments. Consequently, the methodology decreases simulation tool selection and logic consideration and increases efficiency to a certain extent in non-immersive virtual maintenance simulation generation.

The aim of this paper was to explore the use of objective fabric parameters in 3D virtual garment simulation.

Two methods (fabric assurance by simple testing and Browzwear's fabric testing kit) of obtaining objective fabric measurements and the derived parameters for virtual garment simulation were studied. Three parameters (extension, shear and bend) were investigated to establish whether the selected virtual software derived comparable parameters from the objective fabric measurements.

It was found that the conversion from the objective fabric measurement data to the required parameters for virtual simulation varied significantly. Manual analysis of the objective measurements showed the two test methods to be comparable for extension and shear parameters; However, some adjustment to the test method was required. The third parameter to be investigated (bending rigidity) concluded that the test methods and results obtained from the two different apparatus were not comparable and recommended further experimentation using a different testing technique.

Future research should be conducted on a larger variety of fabrics ensuring comparable loads are used in the testing of the extensibility parameters. An expansion of this preliminary study should give more conclusive evidence of the trends observed.

Objective measurement of extension, shear and bend properties was investigated in relation to the derived parameters for a selected virtual simulation package. An understanding of such parameters will aid the general industry in adapting 3D virtual garment simulation as part of the standard product development process, resulting in a significantly shorter product development cycle.

The purpose of this paper is to compare real fabric drape images and virtual fabric drape images created by a commercial software. To achieve an in-depth comparison, actual and virtual drape shape properties were considered under three categories: drape area, number of nodes and shape of folds. The results of this research are expected to be useful to improve the reality and accuracy of fabric and garment.

Five different fabrics were selected for this study. Fabrics’ mechanical properties were tested by fabric assurance for simple testing method, while drape properties were measured by a Cusick drape meter. A commercial garment simulation was used to generate virtual fabric drapes. Real fabric drape images and virtual fabric drape images were analyzed by an image analysis software and results were used to calculate drape properties. Regression analysis was performed to compare real fabric drape and virtual fabric drape properties.

Differences between real fabric drape and virtual fabric drape were stated clearly. Simulation software was found to be insufficient to reflect drape area. However, simulations were quite successful corresponding to the number of nodes. Only one simulation had +2 nodes than its actual counterpart. This study showed that area and node shape representations of simulation software should be improved while node numbers are sufficiently represented.

There are alternative 3D garment simulation software available to the fashion business. All these companies are working on to improve their simulation reality and accuracy. Some of them are also offering various equipment to measure the fabric properties. In this study, Optitex 3D Suite was selected as the simulation software due to several reasons as explained in this paper. However, other simulation programs might also be employed to perform virtual fabric drapes. Furthermore, in this study, the drape images of five woven fabrics were compared. The fabric selection was done according to a pre-test and consequently similar fabrics were determined to be the subject of the study. However, the more the number of the fabrics, the better the comparison and eventually the better the assessment of simulation success. Therefore, it is prospected to test more fabrics with versatile fabric properties for further studies.

Drape shape was observed from three perspectives: drape area, node numbers, and node shapes. Dealing the problem from these perspectives provided an in-depth comparison of real and virtual drapes. In this study, standard deviation of peak angles was used to explain node distribution that is new to the literature to the authors’ knowledge.

This paper aims to propose and implement an integrated augmented-reality (AR)-aided assembly environment to incorporate the interaction between real and virtual components, so that users can obtain a more immersive experience of the assembly simulation in real time and achieve better assembly design.

A component contact handling strategy is proposed to model all the possible movements of virtual components when they interact with real components. A novel assembly information management approach is proposed to access and modify the information instances dynamically corresponding to user manipulation. To support the interaction between real and virtual components, a hybrid marker-less tracking method is implemented.

A prototype system has been developed, and a case study of an automobile alternator assembly is presented. A set of tests is implemented to validate the feasibility, efficiency, accuracy and intuitiveness of the system.

The prototype system allows the users to manipulate and assemble the designed virtual components to the real components, so that the users can check for possible design errors and modify the original design in the context of their final use and in the real-world scale.

This paper proposes an integrated AR simulation and planning platform based on hybrid-tracking and ontology-based assembly information management. Component contact handling strategy based on collision detection and assembly feature surfaces mating reasoning is proposed to solve component degree of freedom.

VIBu – Virtual Teams in International Business – is the name of a training concept, which is aimed at familiarizing participants with collaborating in a virtual environment. Based on the online business simulation RealGame™, participants are assigned to multicultural virtual teams that represent different companies. These companies are either competing with or depending on each other in typical business processes of an internationally operating manufacturing company. Interaction and negotiation are required throughout the whole simulation. All communication takes place via information and communication technology, mainly Skype and Skype chat. The main challenge in the environment is that participants are located in different countries and time zones all over the world. The book chapter first outlines some of the challenges of global teamwork that organizations face. We argue that students need to learn how to navigate in global teams before they leave university as they are bound to become involved in organizational global teamwork sooner rather than later. We draw on frameworks for experiential learning (e.g., Kolb's learning model, Kolb, 1984) and the constructivist learning paradigm (Lainema, 2009) to outline the learning experiences that students need to gather in order to become effective global team members. In addition, we highlight the potential for learner engagement that this approach offers. The chapter concludes by highlighting the key learning and teaching outcomes from incorporating this cutting-edge simulation technology. Furthermore, we direct the reader's attention to ways in which the simulation can be used for research purposes, international inter-university collaborations, and multidisciplinary research on teaching practices and engaged learning.

This study aims to explore students' perceptions of a virtual reality simulation that enable nursing students to learn how to use a medical emergency crash cart.

The study was designed to explore how students' perceptions of ease of use and perceived usefulness from the technology acceptance model and the students' personal innovativeness in the domain of information technology explained their intentions to use the simulation. Six hypotheses were tested with a survey administered to 158 undergraduate nursing students at a midsized Southwestern university in the USA.

Data analysis based upon a structural equation modeling technique found support for all three research hypotheses based upon the technology acceptance model. Data analysis also found support for all three hypotheses drawn from the literature on personal innovativeness in the domain of information technology. Overall, the study's research model explained about 65 percent of the variance in intention to use the virtual reality simulation (R²=0.65).

This study suggests that future research should take into account the impact of an individual characteristic, personal innovativeness in the domain of information technology, in order to better predict users' intention to adopt an information technology innovation.

This study extends the knowledge of technology acceptance of a virtual reality simulation by incorporating the concept of personal innovativeness in the domain of information technology into the technology acceptance model.

This study explores the impact of new technologies, such as simulation and virtual reality, on the pedagogy and learning of engineering students. It aims to compare the effectiveness of these digital tools against traditional teaching methods in enhancing student learning experiences.

Utilizing a quantitative research approach, the study involved third-year engineering students from the “Production Management” course at the School of Engineering of Vitoria-Gasteiz. Data were collected through an ad hoc questionnaire and analyzed using SPSS software, focusing on student satisfaction, challenges in adopting new technologies and the evolving roles of students and teachers.

The research highlighted several key aspects. Firstly, it identified the need for adapting teaching methods to incorporate new technologies effectively. Secondly, the integration of simulation and virtual reality was found to facilitate a deeper understanding of real-world problems, as students could engage with these issues in a simulated, virtual environment. Finally, the study emphasized the importance of pedagogical approaches that leverage these technologies to increase student involvement and motivation. The results suggest a positive impact of digital tools on the learning process in engineering education.

The study’s scope was limited to one course within a single institution, suggesting the need for broader research across various disciplines and educational settings.

This research offers valuable insights into the integration of simulation and virtual reality in engineering education, underscoring their potential to enhance the learning experience and knowledge acquisition among students.

The purpose of this paper is to provide description and an analysis of two worlds colliding where real‐world roles or ideas play out in a virtual dimension. Inhabited by digital natives, the virtual world in a learning organization is a journey back to the future of microworlds where the only limitation is one's imagination.

In 1990, when computer technology flexs its range of useful possibilities, Senge envisions its practical application in a learning organization. He purports the use of computer simulations which he calls microworlds, as a virtual sandbox for learning. His vision, is expanded today, means virtual worlds that co‐exist with the real world. Second life is an example of that virtual world. The possibilities for learning inherent in this virtual world seem limitless in a knowledge‐driven, global society hungry for the next creative and innovative way of transforming the world, real or virtual.

Digital natives are the drivers of change who will explore the brave new world of computer simulations. As simulations become more technologically infuse with artificial intelligence, its application for education and learning will broaden and expand. Unlike the static interface of a textbook, which shows limitations in content scope and delivery, this virtual world knows no limits in knowledge expansion. Validated course content, formal and informal knowledge contributions from peers and experts alike, networked knowledge coming from Web resources and the internet enrich the learner's ability beyond measure to experience the world and know it better and more intimately.

The emergent technology of virtual worlds utilizing simulations of real life work situations is a throwback to the microworlds of yesterday. They are ideal for conducting thought experiments that deepen with experiential understanding. This technology‐mediated form of learning affords the opportunity to experience the results of an action which may take a lifetime to learn in real time. This virtual world allows decision‐making but eliminates the risks of serious, unintended consequences. It is a wonderful resource for living vicariously experiences which are unavailable or unlikely in the real world.

Virtual simulations are useful for learning concepts, ideas, and assumptions that are difficult to perform or test in the physical dimension. Digital natives, people who were born in the 1980s, explore Second Life, and the paper discusses the value of this virtual world.