A review of the evidence for training effectiveness with virtual reality technology

Abich, Julian; Parker, Jason; Murphy, Jennifer S.; Eudy, Morgan

doi:10.1007/s10055-020-00498-8

Cited by 129 publications

(71 citation statements)

References 31 publications

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“…This result was especially significant, because the proposed questions evaluated each user’s ability to extrapolate the acquired knowledge to new scenarios (e.g., identifying computer components within a significantly different computer cage than the one displayed in the serious game). This type of evaluation is significantly different from the one used in VR training games where it is mainly the same items and procedures that usually appear in the tests (Abich et al 2021 ). It appears clear that VR is of great potential for the acquisition of this kind of knowledge, as outlined in some previous studies (Checa and Bustillo 2020b ; Molina-Carmona et al 2018 ).…”

Section: Discussionmentioning

confidence: 99%

Immersive virtual-reality computer-assembly serious game to enhance autonomous learning

2021

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Immersive virtual reality (VR) environments create a very strong sense of presence and immersion. Nowadays, especially when student isolation and online autonomous learning is required, such sensations can provide higher satisfaction and learning rates than conventional teaching. However, up until the present, learning outcomes with VR tools have yet to prove their advantageous aspects over conventional teaching. The project presents a VR serious game for teaching concepts associated with computer hardware assembly. These concepts are often included in any undergraduate’s introduction to Computer Science. The learning outcomes are evaluated using a pre-test of previous knowledge, a satisfaction/usability test, and a post-test on knowledge acquisition, structured with questions on different knowledge areas. The results of the VR serious game are compared with another two learning methodologies adapted to online learning: (1) an online conventional lecture; and (2) playing the same serious game on a desktop PC. An extensive sample of students (n = 77) was formed for this purpose. The results showed the strong potential of VR serious games to improve student well-being during spells of confinement, due to higher learning satisfaction. Besides, ease of usability and the use of in-game tutorials are directly related with game-user satisfaction and performance. The main novelty of this research is related to academic performance. Although a very limited effect was noted for learning theoretical knowledge with the VR application in comparison with the other methodologies, this effect was significantly improved through visual knowledge, understanding and making connections between different concepts. It can therefore be concluded that the proposed VR serious game has the potential to increase student learning and therefore student satisfaction, by imparting a deeper understanding of the subject matter to students.

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Section: Discussionmentioning

confidence: 99%

Immersive virtual-reality computer-assembly serious game to enhance autonomous learning

2021

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“…The use of virtual laboratories in virtual reality stands out against other methods, such as web or video content, due to its ability to provide spatial and embodied interactions that allow hands-on practice for novices. VR has proven itself to be an effective medium to improve knowledge acquisition, retention and self-efficacy, in addition to reducing the error rate when compared to other traditional training methods [26,27].…”

Section: Related Work 21 Virtual Reality Applicationsmentioning

confidence: 99%

“…However, controllers and gaze tracking sensors collect all their reactions: VR makes it possible to observe how a user behaves with a very high level of detail in a non-invasive way. Finally, it also allows the user to work autonomously and receive immediate feedback on performance [26,35].…”

Section: Virtual Reality As a Training Toolmentioning

confidence: 99%

Virtual Reality Training Application for the Condition-Based Maintenance of Induction Motors

et al. 2022

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The incorporation of new technologies as training methods, such as virtual reality (VR), facilitates instruction when compared to traditional approaches, which have shown strong limitations in their ability to engage young students who have grown up in the smartphone culture of continuous entertainment. Moreover, not all educational centers or organizations are able to incorporate specialized labs or equipment for training and instruction. Using VR applications, it is possible to reproduce training programs with a high rate of similarity to real programs, filling the gap in traditional training. In addition, it reduces unnecessary investment and prevents economic losses, avoiding unnecessary damage to laboratory equipment. The contribution of this work focuses on the development of a VR-based teaching and training application for the condition-based maintenance of induction motors. The novelty of this research relies mainly on the use of natural interactions with the VR environment and the design’s optimization of the VR application in terms of the proposed teaching topics. The application is comprised of two training modules. The first module is focused on the main components of induction motors, the assembly of workbenches and familiarization with induction motor components. The second module employs motor current signature analysis (MCSA) to detect induction motor failures, such as broken rotor bars, misalignments, unbalances, and gradual wear on gear case teeth. Finally, the usability of this VR tool has been validated with both graduate and undergraduate students, assuring the suitability of this tool for: (1) learning basic knowledge and (2) training in practical skills related to the condition-based maintenance of induction motors.

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“…These articles were selected as they explore VR learning through both the education and training domains and they subsume the findings from a number of previous works (e.g., Jensen & Konradsen, 2018;Lee & Wong, 2008). Other recent VR reviews were excluded (e.g., Abich et al, 2021) as the authors' definition of VR was outside the scope of our I-VR definition. Note that the reviewed material may not have explicitly used the term I-VR, but their technology constraints fit our operational definition of I-VR.…”

Section: Meta-reviewmentioning

confidence: 99%

A Meta-Review of Learning Research in Immersive Virtual Reality

McGowin

Fiore

Oden

2021

Proceedings of the Human Factors and Ergonomics Society Annual

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Research and development in virtual reality (VR) continues to influence all sectors of society. This has been particularly the case in the application of VR for learning and training. Due to the affordability of VR, it increasingly is providing a safe and cost-effective technology for studying learning and training. In this paper, we summarize findings from recent compilations of research in virtual reality that examined VR and learning. From this, we identify a set of recommendations distilled from these reviews in order to help the training research community structure their research based upon the extent empirical base. Our goal is to help the training community more effectively explore VR as a technology for learning.

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A review of the evidence for training effectiveness with virtual reality technology

Cited by 129 publications

References 31 publications

Immersive virtual-reality computer-assembly serious game to enhance autonomous learning

Immersive virtual-reality computer-assembly serious game to enhance autonomous learning

Virtual Reality Training Application for the Condition-Based Maintenance of Induction Motors

A Meta-Review of Learning Research in Immersive Virtual Reality

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