3D Interactive Learning Environment as a Tool for Knowledge Transfer and Retention

Abstract

The article deals with the design of virtual reality (VR) interactive training as a teaching method and its effect on knowledge transfer and retention of students. The first part presents the methodology of the VR interactive training design. The second part utilizes the created interactive training for a case study to evaluate its effect on the teaching process and to examine the potential of VR interactive training as a sustainable teaching method. The study took place at the Department of Industrial Engineering, Faculty of Mechanical Engineering, University of Žilina. Volunteers were divided into two groups. The first group used VR interactive training as a teaching method, while the second group used the conventional method. Both groups then underwent tests. The main goal was to evaluate the effect of the VR interactive training on the teaching process in comparison to the conventional method while trying to identify the key elements of the VR interactive training design and its influence on knowledge transfer and retention in a sustainable learning environment. At the start of the case study, four hypotheses were formed, questioning the effect of interactive training on knowledge transfer and retention in the long and short term, and its overall influence on the teaching process. Obtained data were then used to evaluate these hypotheses.

Efficacy of Virtual Equipment Training

“…Since the participant numbers in each group were not equalized a proper comparison cannot be made however early results seem to indicate that immediately after the training, the people who have done the virtual training or both have better scores then the in-person group. Some literature hypothesizes that users can get distracted by the novelty of VR however these results correspond with the findings of Krajčovič et al [2] and lead to the conclusion that it is not the case. We can also hypothesise that the VR group scores are higher because the VR constructs were rated higher, similar to Rahouti et al findings [1].…”

“…• A: passed with no help needed and procedure done correctly • B: passed with minor help (1-3 steps) to do the procedure correctly • C: passed with major help (4-7 steps) to do the procedure correctly • X: failed, needed help with more then 8 steps This method was adapted from Krajčovič et al [2] who evaluated the effect of VR interactive training to teach the use of a drill press.…”

“…The cognitive benefit was also lower (70%) which indicates that comprehension and better control of acquired knowledge can be improved when training with the simulator but maybe not be a better solution for all types of learners. It is also possible that too much information is displayed without proper visualization which can overload the users [2]. The low fidelity construct (68.8%) also tells us that more work can be done to represent the virtual environment closer to the real-world situations.…”

“…a computer screen) to expose the user to a virtual world (VW), while immersive VR SGs use headmounted displays to transport the wearer in the VW." [1, p. 3042] VR-based trainings offer a wide range of possibilities compared to traditional training methods and are often integrated with games [2]. These games can provide a comfortable and less stressful learning environment for students while providing an authentic experience [4], [5].…”

The Development of Extended Reality in Education: Inspiration from the Research Literature

“…Learners are at the center of personalized learning support provided for effective learning through the support of various new technologies, tools, resources, and activities. Using XR interactive training can make knowledge retention longer and promote knowledge transfer [71]. The smart interactive learning environment supported by XR technology should be the development trend in the next stage, providing learners with machine-based collaborative learning, seamless connection between virtual and reality, and distance immersion education.…”