ResNet101-FPN, RPN
Industrial biotechnology, sometimes known as white biotechnology, is the modern application of biotechnology to the sustainable processing and manufacturing of commodities, chemicals and fuels from renewable sources using live cells and their enzymes. The demand for industrial chemicals, medicines, food-grade chemicals and other biochemistry-related raw materials has increased dramatically over the previous decade [ 121 ]. ML and AI-based technologies may aid in the design of novel pharmaceuticals and the identification of their efficacy and adverse effects before their actual production, drastically reducing the time spent bringing a drug from the lab to the market for ordinary people [ 32 ]. Microorganisms and plant/animal cells are used in biotechnological processing to make products in a variety of sectors, including drugs, pharmaceuticals, food and feed, disinfectants, pulp and textiles. In order to detect outages, optimize machinery for efficient manufacture and improve product quality, the Internet of things, ML and AI could be used effectively [ 122 ]. AI-based computer models are becoming increasingly widespread, and robotics and machine learning could be used to develop the best optimum growth conditions for the strains, as well as the degree to which valuable products can be obtained ( Figure 4 ). For instance, AI or response surface methodologies (RSM) -based approaches have been used in the high-level production of amylases from Rhizopus microsporous, using various agro-industrial wastes for optimal experimentation designs [ 123 ]. Similarly, AI algorithms such as artificial neural networks (ANN) and genetic algorithms (GA) have been integrated for the optimization of fermentation media to produce glucansucrase from Leuconostoc dextranicum . A 6% rise in glucansucrase activity was predicted by the integrated ANN-GA model over a regression-based prediction approach [ 124 ]. The application of the integrated ANN-GA model for the optimization of cellulase production by Trichoderma stromaticum under solid-state fermentation has been reported recently, and a 31.58-fold increase in cellulase production was achieved after optimization with the AI model [ 125 ].
AI-based technologies have also been used to scale up and optimize bioprocesses for enzyme production on pilot scales. A low-cost method for increasing the synthesis of extracellular laccase from Staphylococcus arlettae utilizing tea waste was performed in a study. RSM and ANN coupled with GA were two consecutive statistical methods that were employed to increase enzyme production and resulted in a sixteen times rise in enzyme yield. Moreover, a pilot scale bioprocess was established utilizing the ideal parameters identified by GA, namely tea waste (2.5%) NaCl (4.95 mM), L-DOPA (5.65 mM) and 37℃ temperature, which improved the enzyme production by 72 times [ 126 ]. Furthermore, some AI models based on the fuzzy expert system are also capable of monitoring wastewater treatment plants on a pilot scale [ 127 ].
Biofuel is one of the most important bioproducts for which the industrial production process can be enhanced using ML and AI for maximum output. In the bioenergy sector, AI-based approaches have been used to predict biomass feedstock properties, bioenergy end-uses, and bioenergy supply chains and have developed an integrated ANN-Taguchi method model for the prediction and maximization of biofuel production via torrefaction and pyrolysis [ 128 , 129 ]. Optimization and design of experimental factors were performed using the Taguchi method which led to the attainment of maximum biofuel yield up to 99.42%, whereas ANN showed linear regression prediction of 0.9999 for biochar and 0.9998 for bio-oils.
Integrated ANN-GA models have been used in the modeling and optimization of the methanolysis process of waste peanut shells for the generation of biofuels. Biofuel yield optimized by the RSM model was 16.49%, whereas that of the ANN-GA model was reported to be 17.61%. This shows that integrated ANN-GA has better optimization potential than the RSM model alone [ 130 ]. ML-based bioprocess models have also been constructed with the help of AI-based methods such as ANN, CNN, (long short-term memory networks) LSTMs, kNNs (k-nearest neighbors) and RF (random forests) for predicting the accumulation of carbohydrates in cyanobacteria biomass cultivated in wastewater for biofuel production. The finest results for approximation of system dynamics were achieved with a 1D-CNN with a mean square error of 0.0028 [ 131 ]. Textiles, new chemicals and biodegradable biopolymer synthesis could all benefit from similar processes [ 132 ]. Furthermore, it may be used to assist in the development of synthesis techniques for such biochemicals that produce the highest yield with the least amount of input ( Figure 4 ). Additionally, AI could assist in real-time forecasting of market demand for medications or chemicals. AI and ML have also helped in the production of metabolites. Systems metabolic engineering is a process that helps in the rapid production of high-performing microbial strains for the long-term production of chemicals and minerals. The increasing availability of bio big data, such as omics data, has resulted in an application for ML techniques across various stages of systems metabolic engineering, such as host strain selection, metabolic pathway reconstruction, metabolic flux optimization and fermentation [ 19 ]. Various machine learning algorithms, including deep learning, have facilitated in optimizing the bioprocess parameters and exploring a larger metabolic space that is linked to the biosynthesis of a target bioproduct [ 133 ]. This trend is also influencing biotechnology businesses to adopt ML techniques more frequently in the creation of their production systems and platform technologies [ 134 ]. In the brewery industry, AI has demonstrated promising potential to overcome fundamental shortcomings and enhance production through knowledge accumulation and automated control. In a study, AI models were constructed using aroma profiles and spectroscopic data obtained from commercial alcohol for assessing the quality traits and aroma of beer. The intelligent models resulted in highly accurate predictions for six major beer aromas [ 135 ]. Smart e-nose technologies based on ANN models have also been developed to assess the presence of different chemicals such as ethanol, methane, carbon monoxide, hydrogen sulfide, ammonia, and so forth in beer [ 136 ]. A study was involved in the development of a computer program that simulated the operation of a highly customizable three-layer feed-forward multilayer perception neural network, which using data from prior experiments, could forecast changes in the parameters of white wine alcoholic fermentation. This work provided a befitting approach for the digitalization of brewing processes, thus enabling it to be acclimatized to other intelligent and knowledge-based frameworks [ 137 ]. Another study led to the development of an innovative knowledge-based approach for controlling the batch fermentation of alcohol employed in making white wine. The primary sources of information used in developing the AI model were different case studies and experimental results, as well as the knowledge obtained from brewery experts regarding different parameters related to optimization and control of the overall process. Using the monitoring, regulation and data acquisition software of the fermentation bioreactor, an application for automated process control was developed [ 138 ]. The further incorporation of control systems, processes and innovative advancements can be greatly facilitated by such kinds of AI models, thus supporting sustainable development.
Despite their immense potential, AI-based technologies have yet to make their way into everyday practice. AI models can improve the accessibility of various biological sectors; however, they may also exacerbate pre-existing discrepancies. Since AI models are extremely reliant on the datasets on which they are developed as well as the labels connected with them, prejudices against the underrepresented in the learning algorithms might be reinforced [ 139 ]. Several factors must be considered to properly assess the resilience of some deep neural networks. For the development of AI models, metadata must be created, retrieved and cleansed. Programs should further be designed and evaluated under the oversight of field professionals for analysis and correction of inaccuracies committed in practice [ 140 ]. In spite of significant advances in the design of AI and ML-based models in recent years, few have been incorporated into healthcare, and many prospects for adopting these models for everyday usage remain untapped. CNNs, for instance, were initially used in study designs commencing in 2015, primarily on dental radiographs, with the first clinical uses for these tools only recently emerging [ 141 ]. Unavailability and inaccessibility of clinical data due to organizational policies, insufficient reproducibility in processing datasets and assessing outcomes and residual concerns around accountability and transparency to patients remain the most common hurdles in adapting AI in routine medical and dental practices [ 142 ]. Moreover, several models have been reported to be inaccurate in predicting the clinical diagnosis. For example, an AI algorithm that can diagnose and classify chest X-rays using NLP to radiological records was developed [ 82 , 143 ]. These classifications were subsequently utilized in the training of a deep learning network to detect abnormalities in pictures, with a specific focus on recognizing a pneumothorax [ 144 ]. However, after a thorough examination, the presence of a chest tube in the majority of the reports identified as pneumothorax raised questions that the algorithm has been recognizing chest tubes instead of pneumothorax as envisioned [ 143 ]. Another example of non-interpretative results of a clinical AI-based system is DeepGestalt, a tool for analyzing facial dysmorphology. This tool performed poorly when identifying people with Down syndrome who were of African heritage (36.8%) compared to those who were of European origin (80%) [ 145 ]. The diagnoses of Down syndrome among people of African lineage increased to 94.7% when the model was retrained using cases of people with the condition [ 145 ]. Due to various marginalization in training datasets, genetic disease susceptibility modeling is also predisposed to differential performance across demographic groups [ 146 ]. Furthermore, it has been observed that while ML approaches may perform better in studies for developing disease risk prediction models, the presentation of the data may be more complex. There is also a possibility that the amount of computational time required by ML approaches varies depending on the size of the data [ 147 ]. Thus, it is crucial to acknowledge that the utilization of AI-based approaches will not always lead to improvised categorization or better prediction than present methods. AI is a tool that should be employed within the proper context to address a pertinent question or resolve a significant issue [ 148 ]. Similarly, in other biological fields such as agriculture, automation in practices employing AI and ML-based approaches leverages a lot of potential for sustainable farming. However, in the agricultural sector, the collection, analysis and utilization of data for productivity present a number of obstacles. Privacy and security of data are the two major challenges that farmers must address to survive in the digital age. In most cases, the farmers are uninformed of the collection, usage, and more concerningly, the purposes for which their personal details are being utilized [ 149 ]. Data mining allows corporations to rely on individuals in order to acquire massive agricultural data, which may be sufficient to develop and evaluate the behavioral and psychiatric pictures of the respondents [ 150 ]. To stop data from being misused, farmers require assurance that their information will be utilized to generate innovative ideas and agricultural solutions rather than to gain a competitive advantage. As mentioned elsewhere, the AI-based drone technology has emerged as a highly effective approach in agriculture [ 87 ]. However, drones, particularly those equipped with high-resolution lenses, infrared cameras, competent programs and sensors, are highly expensive for small farmers. Moreover, to operate drones, one needs authorization according to its operative and regulative provisions of the law of land [ 151 ]. Furthermore, weather imparts a huge influence on the operation of drones [ 152 ]. Traditional data mining methodologies are primarily developed for relational datasets; however, they are not completely adequate for geographically scattered data [ 153 ]. To revolutionize agriculture with AI-based technologies, innovative data mining approaches are needed.
In the industrial biotechnology sector, establishing defined and viable protocols for adopting an algorithm and assessing dataset size remain a major challenge. To design such protocols, it would be necessary to have a thorough knowledge of the effects/efficacy of various algorithms as well as training datasets to address numerous bioindustry challenges. Furthermore, increased accessibility, good documentation and superior data acquisition methods are still required to develop, operate and optimize bioenergy systems and bioreactor designs [ 128 ]. In some AI models, when the input is inadequate, particularly for large dimensional datasets, the algorithm may only recall every single variable as a special instance instead of learning the information, resulting in errors and lower training efficacy [ 154 ]. Additionally, numerous ANN-represented systems are frequently chastised for having black-box characteristics. Nonetheless, the paucity of comparative works across different AI–ML designs renders it challenging to present a clear direction for future studies or practical implementation [ 155 ]. There still exist challenges that need to be overcome including inefficient data integration which arises due to the diversity of the datasets inclusive of candidate data, metadata, processed data, raw data and lack of proper skill set and expertise related to the subject [ 156 ]. In this context, it is necessary to overcome these ambiguities by utilizing new AI algorithms to achieve a thorough alignment between the anticipated outcomes and the empirical studies [ 157 ]. Thus, more extensive datasets and relative studies are required to develop AI and ML-based models for real-time monitoring and control of bioreactors and bioprocesses.
One of the great achievements we have seen in the era of Industry 4.0 is the ability of a machine to replicate the capacities of living systems, particularly the intelligence of a human. The ability to recognize objects and make decisions is a crucial characteristic of biological systems. AI can currently recognize objects and make decisions using many of the cognitive and perceptual abilities of live systems. The potential of AI might be utilized to the biological world, including medical research, agriculture, and bio-based industries, for our sustainable way of life. The early prediction and identification of disease and its precise treatment based on personalized medicine even while the diseases are in asymptomatic conditions are examples of key areas in medical science that might benefit from AI. This would not only save millions of lives but also reduce medical costs. In addition to the medical field, AI-based efficient algorithms and programs have been recently developed to ensure effective inputs and outputs in farming, a practice known as precision farming. Agricultural practices such as soil management, water need analysis, exact modeling of fertilizer requirement, pesticides, insecticides, herbicides, yield projection and overall crop management could also be revolutionized by AI intervention. This would help to meet the world’s rising population’s demand for food. When we talk about large-scale production, many variable factors lead to increasing costs, which are major challenges. Recently, AI-based programs and computer models have proven to be very efficient at optimizing the suitable conditions to obtain the maximum desired product, whether for agricultural, medical, biotech, or lifestyle uses, at minimum cost. The efficient production of bio-enzymes is just one of such successes, and it is easy to envision how the biotech industry will be transformed by the application of AI, which will help to reduce production costs, one of the biggest challenges facing the industry today.
Authors are thankful to Amity University Jharkhand for the support provided under NTCC and PEARL Scheme.
This research received no external funding.
Conceptualization, D.K.P.; writing—original draft preparation, A.B.; writing—review and editing, A.B., S.K. and D.K.P.; supervision, D.K.P. All authors have read and agreed to the published version of the manuscript.
Informed consent statement, data availability statement, conflicts of interest.
The authors declare no conflict of interest.
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Korunes, KL; Myers, RB; Hardy, R; Noor, MAF
Drosophila pseudoobscura is a classic model system for the study of evolutionary genetics and genomics. Given this long-standing interest, many genome sequences have accumulated for D. pseudoobscura and closely related species D. persimilis, D. miranda, and D. lowei. To facilitate the exploration… read more about this publication »
Zipple, MN; Roberts, EK; Alberts, SC; Beehner, JC
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Byrne, M; Koop, D; Strbenac, D; Cisternas, P; Yang, JYH; Davidson, PL; Wray, G
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Wang, Q; Xu, P; Sanchez, S; Duran, P; Andreazza, F; Isaacs, R; Dong, K
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Peng, L; Shan, X; Wang, Y; Martin, F; Vilgalys, R; Yuan, Z
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Yan, W; Wang, B; Chan, E; Mitchell-Olds, T
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Kim, JH; Hilleary, R; Seroka, A; He, SY
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Virtual reality immersive simulations for a forensic molecular biology course—a quantitative comparative study.
2. materials and methods, 2.1. vr simulation design and development, 2.2. forensic molecular biology vr prototype, 2.3. simulation scenario and activities.
3.1. data analysis, 3.2. findings, 3.2.1. demographics, 3.2.2. impact of instructional modalities on learners’ perceptions, 3.2.3. factors influencing learners’ attitude toward vr-based simulations, 4. discussion and conclusions, 5. limitations and future work recommendations, supplementary materials, author contributions, institutional review board statement, informed consent statement, data availability statement, acknowledgments, conflicts of interest, appendix a. data collection instrument.
Instructional Group | 1. In which format was your training course delivered? | Dichotomous | 1: Face-to-Face, 2: Online |
Background information | Please indicate your gender. | Nominal | 1: Male, 2: Female, 3: Prefer not to answer |
Background information | Please indicate your age group. | Ordinal | 1: 18–20 years old, 2: 21–23 years old, 3: 24 years old and above |
Background information | How would you rate your experience with computer-based games? | Likert scale | 1: No experience, 2: Beginner, 3: Intermediate, 4: Advanced, 5: Expert |
Background information | How would you rate your experience with 3D virtual environments? | Likert scale | 1: No experience, 2: Beginner, 3: Intermediate, 4: Advanced, 5: Expert |
Perceived Quality of the Virtual Environment | Q1. How would you rate the content of the scenario in terms of relevance and accuracy? | Likert scale | 1: Very Poor, 2: Poor, 3: Fair, 4: Good, 5: Excellent |
Perceived Quality of the Virtual Environment | Q2. How would you rate the visual quality of the 3D objects in the scenario? | Likert scale | 1: Very Poor, 2: Poor, 3: Fair, 4: Good, 5: Excellent |
Perceived Quality of the Virtual Environment | Q3. How would you rate the smoothness and realism of the animations in the scenario? | Likert scale | 1: Very Poor, 2: Poor, 3: Fair, 4: Good, 5: Excellent |
Perceived Quality of the Virtual Environment | Q4. How would you rate the overall quality of the learning materials in the scenario? | Likert scale | 1: Very Poor, 2: Poor, 3: Fair, 4: Good, 5: Excellent |
Perceived Quality of the Virtual Environment | Q5. How would you rate the clarity and readability of the texts in the scenario? | Likert scale | 1: Very Poor, 2: Poor, 3: Fair, 4: Good, 5: Excellent |
Perceived Quality of the Virtual Environment | Q6. To what extent did your activities in the 3D virtual environment help you understand the presented topics? | Likert scale | 1: Not at all, 2: Very little, 3: Somewhat, 4: To a great extent |
Perceived Quality of the Virtual Environment | Q7. Do you feel that this tool positively impacted your learning by helping you develop new transversal skills such as collaboration and problem-solving? | Likert scale | 1: No, not really, 2: Neutral, 3: Yes, definitely |
Perceived Quality of the Virtual Environment | Q8. What is your overall impression of learning in a 3D virtual environment? | Likert scale | 1: Very negative, 2: Negative, 3: Neutral, 4: Positive, 5: Very positive |
Perceived Quality of the Virtual Environment | Q9. How would you rate your overall immersive learning experience in the virtual environment? | Likert scale | 1: Very uninteresting, 2: Uninteresting, 3: Neutral, 4: Interesting, 5: Very interesting |
Adoption Perception | Q10. To what extent do you believe teacher’s presence is necessary when undertaking learning activities in a virtual environment? | Likert scale | 1: Not necessary at all, 2: Somewhat necessary, 3: Absolutely necessary |
Adoption Perception | Q11. Would you consider using a similar educational 3D Virtual Environment for future training? | Likert scale | 1: No, not really, 2: Maybe, 3: Yes, definitely |
Adoption Perception | Q12. How likely are you to recommend this learning approach to other students? | Likert scale | 1: Not likely at all, 2: Somewhat likely, 3: Very likely |
Click here to enlarge figure
Item | Factor 1 * | Factor 2 |
---|---|---|
Q1. How would you rate the content of the scenario in terms of relevance and accuracy? | −0.64 | −0.07 |
Q2. How would you rate the visual quality of the 3D objects in the scenario? | −0.55 | −0.33 |
Q3. How would you rate the smoothness and realism of the animations in the scenario? | −0.47 | −0.43 |
Q4. How would you rate the overall quality of the learning materials in the scenario? | −0.59 | −0.16 |
Q5. How would you rate the clarity and readability of the texts in the scenario? | −0.33 | −0.6 |
Q6. To what extent did your activities in the 3D virtual environment help you understand the presented topics? | −0.67 | 0.29 |
Q7. Do you feel that this tool positively impacted your learning by helping you develop new transversal skills such as collaboration and problem-solving? | −0.58 | −0.04 |
Q8. What is your overall impression of learning in a 3D virtual environment? | −0.74 | −0.01 |
Q9. How would you rate your overall immersive learning experience in the virtual environment? | −0.59 | 0.43 |
Q10. To what extent do you believe teacher’s presence is necessary when undertaking learning activities in a virtual environment? | −0.23 | −0.11 |
Q11. Would you consider using a similar educational 3D Virtual Environment for future training? | −0.53 | 0.33 |
Q12. How likely are you to recommend this learning approach to other students? | −0.57 | 0.1 |
Item | Factor 1 * | Factor 2 |
---|---|---|
Q1. How would you rate the content of the scenario in terms of relevance and accuracy? | 0.85 | - |
Q2. How would you rate the visual quality of the 3D objects in the scenario? | 0.78 | - |
Q3. How would you rate the smoothness and realism of the animations in the scenario? | 0.75 | - |
Q4. How would you rate the overall quality of the learning materials in the scenario? | 0.8 | - |
Q5. How would you rate the clarity and readability of the texts in the scenario? | 0.68 | - |
Q6. To what extent did your activities in the 3D virtual environment help you understand the presented topics? | 0.85 | - |
Q7. Do you feel that this tool positively impact-ed your learning by helping you develop new transversal skills such as collaboration and problem-solving? | 0.8 | - |
Q8. What is your overall impression of learning in a 3D virtual environment? | 0.9 | - |
Q9. How would you rate your overall immersive learning experience in the virtual environment? | 0.82 | - |
Q10. To what extent do you believe teacher’s presence is necessary when undertaking learning activities in a virtual environment? | - | 0.72 |
Q11. Would you consider using a similar educational 3D Virtual Environment for future training? | - | 0.8 |
Q12. How likely are you to recommend this learning approach to other students? | - | 0.85 |
Group/Category | Face-to-Face | Online | ||
---|---|---|---|---|
n | Percent | n | Percent | |
Gender | ||||
Males | 14 | 60.87 | 16 | 69.57 |
Females | 9 | 39.13 | 7 | 30.43 |
Age group | ||||
18–20 years old | 8 | 34.78 | 12 | 52.17 |
21–23 years old | 12 | 52.17 | 8 | 34.78 |
24 years old and above | 3 | 13.04 | 3 | 13.04 |
Experience with computer-based games | ||||
No experience | 1 | 4.35 | 0 | 0 |
Beginner | 2 | 8.7 | 0 | 0 |
Intermediate | 9 | 39.13 | 3 | 13.04 |
Advanced | 8 | 34.78 | 12 | 52.17 |
Expert | 3 | 13.04 | 8 | 34.78 |
Experience with Virtual Reality | ||||
No experience | 2 | 8.7 | 0 | 0 |
Beginner | 5 | 21.74 | 12 | 52.17 |
Intermediate | 10 | 43.48 | 4 | 17.39 |
Advanced | 5 | 21.74 | 6 | 26.09 |
Expert | 1 | 4.35 | 1 | 4.35 |
Group/Category | Face-to-Face | Online | ||||||||
---|---|---|---|---|---|---|---|---|---|---|
M | Med | Std Dev | Min | Max | M | Med | Std Dev | Min | Max | |
Age group | 20.96 | 21 | 1.97 | 18 | 24 | 20.65 | 20 | 2.21 | 18 | 24 |
Experience with computer-based games | 3.43 | 3 | 0.99 | 1 | 5 | 4.22 | 4 | 0.67 | 3 | 5 |
Experience with virtual 3D virtual environments | 2.91 | 3 | 1 | 1 | 5 | 2.83 | 2 | 0.98 | 2 | 5 |
Perceived Quality of the Virtual Environment | 3.35 | 3.45 | 0.85 | 2 | 5 | 2.95 | 3 | 0.82 | 1 | 4 |
Adoption Perception | 2.5 | 2.67 | 0.67 | 1 | 3 | 2.43 | 3 | 0.66 | 1 | 3 |
Face-to-Face | Online | |
---|---|---|
1.1 How would you rate of the content of the scenario? | 2.95 | 3.65 |
1.2 How would you rate the quality of the 3D objects? | 3.17 | 3.43 |
1.3 How would you rate the quality of the animations? | 3.21 | 3.21 |
1.4 How would you rate the quality of the learning material (in the scenario) in general? | 3.30 | 3.6 |
1.5 How would you rate the quality of the texts (in the scenario)? | 3.39 | 3.52 |
1.6 Did your activities in the virtual world help you comprehend the presented topics? | 2.73 | 3.39 |
1.7 Do you feel that this tool positively impacted your learning by helping you develop new transversal skills such as collaboration and problem-solving? | 2.39 | 2.56 |
1.8 What is your overall impression of having a class in TESLA virtual world? | 2.82 | 3.69 |
1.9 How interesting did you find your time in the virtual world? | 2.95 | 3.13 |
2.1 Is there a need of a real teacher to be present in the classroom when learning in the virtual world? | 2.43 | 2.47 |
2.2 Would you use a similar educational Virtual World in the future? | 2.34 | 2.43 |
2.3 Would you recommend this Virtual World to other students? | 2.52 | 2.6 |
Variable | χ (Statistic) | DF | p |
---|---|---|---|
Gender | 0.096 | 1 | 0.75 |
Age Group | 4.533 | 2 | 0.6 |
Computer Game Experience | 9.073 | 4 | 0.05 |
3D Virtual Environment Experience | 7.545 | 4 | 0.11 |
Variable | U | Z | p |
---|---|---|---|
Q1. Content Relevance | 158.5 | −2.48 | 0.01 * |
Q2. Visual Quality | 211.5 | −1.26 | 0.2 |
Q3. Animation Quality | 262 | −0.05 | 0.96 |
Q4. Material Quality | 198 | −1.64 | 0.1 |
Q5. Text Quality | 234.5 | −0.74 | 0.46 |
Q6. Topic Comprehension | 189.5 | −1.69 | 0.09 |
Q7. Transversal Skill Development | 225 | −0.98 | 0.32 |
Q8. Overall Impression | 165 | −2.33 | 0.02* |
Q9. Interest Level | 243.5 | −0.5 | 0.62 |
Q10. Teacher Necessity | 244 | −0.5 | 0.61 |
Q11. Future Use | 252.5 | −0.28 | 0.77 |
Q12. Recommendation | 236.5 | −0.71 | 0.47 |
Age | Exp. Games | Exp. 3D Env. | Content Rel. | Visual Qual. | Anim. Real. | Learn. Mat. Qual. | Text Clar. | Comp. | Skill Dev. | Imp. | Experience | Teacher Pres. | Future Use | Recommend | |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Age | 1 | ||||||||||||||
Experience with Games | −0.21 | 1 | |||||||||||||
Experience with 3D Environments | −0.18 | 0.16 | |||||||||||||
Content Realism | 0.02 | 0.53 ** | −0.11 | 1 | |||||||||||
Visual Quality | −0.08 | 0.31 * | 0.07 | 0.31 * | 1 | ||||||||||
Animation Realism | −0.05 | 0.12 | −0.07 | 0.36 * | 0.30 * | 1 | |||||||||
Learning Material Quality | 0.06 | 0.26 | 0.22 | 0.33 * | 0.47 ** | 0.39 ** | 1 | ||||||||
Text Clarity | 0 | 0.15 | −0.2 | 0.33 * | 0.33 * | 0.44 ** | 0.26 | 1 | |||||||
Comprehension | −0.13 | 0.33 * | −0.09 | 0.46 ** | 0.30 * | 0.21 | 0.30 * | 0.13 | 1 | ||||||
Transversal Skill Dev. | 0.13 | 0.25 | −0.15 | 0.32 * | 0.27 | 0.37 * | 0.2 | 0.23 | 0.41 ** | 1 | |||||
Impression | 0.05 | 0.30 * | −0.17 | 0.56 ** | 0.53 ** | 0.31 * | 0.44 ** | 0.2 | 0.45 ** | 0.49 ** | 1 | ||||
Immersive Learning Experience | −0.04 | 0.27 | −0.13 | 0.50 ** | 0.18 | 0.06 | 0.29 * | −0.03 | 0.56 ** | 0.22 | 0.51 ** | 1 | |||
Teacher Pres. | 0.31 * | 0 | −0.05 | 0.17 | 0.38 ** | −0.02 | 0.39 ** | 0.16 | 0.07 | 0.27 | 0.28 | 0.11 | 1 | ||
Future Use | 0.21 | 0.19 | −0.04 | 0.30 * | 0.18 | 0.14 | 0.27 | −0.03 | 0.44 ** | 0.33 * | 0.36 * | 0.41 ** | 0.30 * | 1 | |
Recommend | −0.05 | 0.22 | −0.09 | 0.17 | 0.27 | 0.17 | 0.42 ** | 0.17 | 0.47 ** | 0.45 ** | 0.39 ** | 0.26 | 0.15 | 0.43 ** | 1 |
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Ewais, A.; Mystakidis, S.; Khalilia, W.; Diab, S.; Christopoulos, A.; Khasib, S.; Yahya, B.; Hatzilygeroudis, I. Virtual Reality Immersive Simulations for a Forensic Molecular Biology Course—A Quantitative Comparative Study. Appl. Sci. 2024 , 14 , 7513. https://doi.org/10.3390/app14177513
Ewais A, Mystakidis S, Khalilia W, Diab S, Christopoulos A, Khasib S, Yahya B, Hatzilygeroudis I. Virtual Reality Immersive Simulations for a Forensic Molecular Biology Course—A Quantitative Comparative Study. Applied Sciences . 2024; 14(17):7513. https://doi.org/10.3390/app14177513
Ewais, Ahmed, Stylianos Mystakidis, Walid Khalilia, Shadi Diab, Athanasios Christopoulos, Said Khasib, Baha Yahya, and Ioannis Hatzilygeroudis. 2024. "Virtual Reality Immersive Simulations for a Forensic Molecular Biology Course—A Quantitative Comparative Study" Applied Sciences 14, no. 17: 7513. https://doi.org/10.3390/app14177513
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Are you in need of captivating and achievable research topics within the field of biology? Your quest for the best biology topics ends right here as this article furnishes you with 100 distinctive and original concepts for biology research, laying the groundwork for your research endeavor.
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New research on coffee acidity charts a roadmap for better roasting.
Nutty, sweet, bitter and salty: These are common flavor notes in a cup of coffee. But there is also a brightness or acidity, reminiscent of citrus, called "perceived sourness," that is an inherent trait of the brew. In fact, this sourness is so important to coffee that there's a whole scoring category for it in cupping competitions.
A 2021 paper by researchers from the University of California, Davis' Coffee Center in the College of Engineering , including William Ristenpart , co-director of the center and professor of chemical engineering, revealed that the perceived sourness of coffee is strongly correlated to its titratable acidity, or TA, which is the measure of the total amount of acids present. Prior to this publication, the coffee industry had associated the sourness with the coffee's pH levels.
Laudia Anokye-Bempah, a Ph.D. student in biological systems engineering, used this finding as a starting point for her research, investigating how TA changes during roasting. Her goal is to bring roasters' attention to the importance of TA to perceived sourness, one of the dominant flavor profiles in brewed coffee. Her findings were recently published in Nature .
To gather the data, Anokye-Bempah and a team of researchers, including Timothy Styczynski , head roaster for the Coffee Center, defined seven roast profiles by their heat applications versus time measured inside the roaster, representing a variety of profiles typically used in the coffee industry.
For instance, the "Fast Start" profile involved a high initial heat application followed by a steady decrease in roast energy, while the "Slow Start" profile began with a low initial heat application followed by a gradual acceleration in roast energy.
Using these roast profiles, Anokye-Bempah and a team of undergraduate researchers roasted coffee beans from different countries of origin and post-harvesting processing methods: African-washed coffee from Uganda's Sipi Falls, honey-processed coffee from Ataco in El Salvador and an Indonesian-washed coffee from Sumatra.
Each roast lasted 16 minutes to allow sufficient time to investigate subtle changes in the TA from the green coffee stage to the burnt or charred coffee stage. The researchers collected samples, approximately 13 grams each, at one-minute intervals, resulting in a total of 17 samples (from minute 0 to 16) for each of the seven roast profiles.
The samples were immediately cooled in liquid nitrogen to prevent any further chemical changes outside the roaster and then transported to the lab, where they were ground and brewed for TA analysis.
The corresponding data showed that for all three coffees and across all roast profiles, the TA significantly increased from the beginning of the roast to the "first crack" phase (when the coffee beans make a popping or cracking sound) where it peaked, and then continuously decreased until the end of the roast.
While these findings aligned with previous studies, Anokye-Bempah and her team made additional key observations. Firstly, TA consistently peaked during the first crack, regardless of the roast profile or coffee origin. Secondly, by the onset of the second crack, the TA decreased to approximately its initial value at the beginning of the roast.
While the TA remained consistent across roast profiles, the different roast profiles did affect the TA dynamics. For example, the "Fast Start" profile led to quicker changes in TA compared to the "Slow Start" profile. The team also found no significant differences in TA dynamics across the various coffee origins and postharvest processing methods that were tested.
Anokye-Bempah believes that key insights into coffee quality parameters, such as TA, can provide valuable information to people in the coffee industry, giving them more control over the flavor of their coffee.
"There's only so much you can do to alter the sensory properties of your coffee at the brewing stage," she said. "The roasting process offers far greater control over your coffee's flavor."
Anokye-Bempah's goal with her research at the Coffee Center is to create a coffee roasting control chart, similar to the industry's brewing control chart, which indicates how strong or weak coffee would be depending on the amount of coffee grounds, water and time. Anokye-Bempah says that a lot more research and data are required to create one for roasting. Luckily, she already has many of these measurements in the queue.
"This data on titratable acidity is just one measurement out of 16 different measurements we made. More exciting results are still to come."
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Laudia Anokye-Bempah, a Ph.D. student in biological systems engineering, used this finding as a starting point for her research, investigating how TA changes during roasting. Her goal is to bring roasters' attention to the importance of TA to perceived sourness, one of the dominant flavor profiles in brewed coffee.