A virtual reality flight simulator for human factors engineering

Oberhauser, Matthias; Dreyer, Daniel R.

doi:10.1007/s10111-017-0421-7

Cited by 82 publications

(32 citation statements)

References 14 publications

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“…One reason for this is that IVR provides optimal conditions for rehearsing procedures, through the provision of appropriate sensors such as hand-control devices, gloves, or camera-based real hand tracking, making it possible to slow down the performance of a procedure or rehearse it an endless amount of times. Such use of IVR for gaining procedural knowledge has especially been used with procedures that are difficult or dangerous to train in real life, such as fire safety behavior (Sankaranarayanan et al 2018), complicated surgical procedures (Xin et al 2019), or flying planes (Oberhauser and Dreyer 2017).…”

Section: Procedural Knowledgementioning

confidence: 99%

The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality

2021

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There has been a surge in interest and implementation of immersive virtual reality (IVR)-based lessons in education and training recently, which has resulted in many studies on the topic. There are recent reviews which summarize this research, but little work has been done that synthesizes the existing findings into a theoretical framework. The Cognitive Affective Model of Immersive Learning (CAMIL) synthesizes existing immersive educational research to describe the process of learning in IVR. The general theoretical framework of the model suggests that instructional methods which are based on evidence from research with less immersive media generalize to learning in IVR. However, the CAMIL builds on evidence that media interacts with method. That is, certain methods which facilitate the affordances of IVR are specifically relevant in this medium. The CAMIL identifies presence and agency as the general psychological affordances of learning in IVR, and describes how immersion, control factors, and representational fidelity facilitate these affordances. The model describes six affective and cognitive factors that can lead to IVR-based learning outcomes including interest, motivation, self-efficacy, embodiment, cognitive load, and self-regulation. The model also describes how these factors lead to factual, conceptual, and procedural knowledge acquisition and knowledge transfer. Implications for future research and instructional design are proposed.

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Section: Procedural Knowledgementioning

confidence: 99%

The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality

2021

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“…On a long term, the concept could potentially be implemented using, for example, see-through augmented reality head-mounted displays where the real-time video content could be modified. Another potential realization of the approach could be implementation into VR experiences such as VR simulations for professional training, e.g., in surgical procedures [86], driving simulators [87], or flight simulators [88].…”

Section: Discussionmentioning

confidence: 99%

Saliency-Aware Subtle Augmentation Improves Human Visual Search Performance in VR

Lukashova-Sanz

Wahl

2021

Brain Sciences

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Visual search becomes challenging when the time to find the target is limited. Here we focus on how performance in visual search can be improved via a subtle saliency-aware modulation of the scene. Specifically, we investigate whether blurring salient regions of the scene can improve participant’s ability to find the target faster when the target is located in non-salient areas. A set of real-world omnidirectional images were displayed in virtual reality with a search target overlaid on the visual scene at a pseudorandom location. Participants performed a visual search task in three conditions defined by blur strength, where the task was to find the target as fast as possible. The mean search time, and the proportion of trials where participants failed to find the target, were compared across different conditions. Furthermore, the number and duration of fixations were evaluated. A significant effect of blur on behavioral and fixation metrics was found using linear mixed models. This study shows that it is possible to improve the performance by a saliency-aware subtle scene modulation in a challenging realistic visual search scenario. The current work provides an insight into potential visual augmentation designs aiming to improve user’s performance in everyday visual search tasks.

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“…Alongside the benefits of SBLE, the importance of telehealth and its role in training the next generation of psychologists is recognized (Simpson et al, 2014), especially given the COVID-19 pandemic. While SBLE can be expensive, it does enhance trainee and client safety (Oberhauser and Dreyer, 2017) through increased opportunity for competency development prior to engaging with true clients.…”

Section: Simulation-based Learning and Education In Professional Psychology Trainingmentioning

confidence: 99%

A New Reality: The Role of Simulated Learning Activities in Postgraduate Psychology Training Programs

et al. 2021

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In training to become a registered psychologist in Australia, as with many other countries, there is a requirement for students to attend placements, where they work with clients in an apprenticeship model under the guidance of qualified supervisors. In the context of COVID-19, tertiary sector psychology educators responsible for facilitating these placements, which typically require face-to-face client work, have been challenged to arrange or maintain practica. During the pandemic, across Australia, most placements have been affected through cancellation, postponement, or modification (e.g., using telehealth, supported by the Australian Federal Government). In this paper we describe a collaborative initiative by members of the psychology profession across 15 providers of Australian postgraduate professional training programs. The initiative aimed to identify ways in which to develop and innovate psychological placement offerings, specifically using simulation-based learning. Although simulation-based learning in psychology training programs in Australia is a widely employed pedagogy for the scaffolding of theory into psychological practice, there is paucity of clear and comprehensive guidelines for the use of simulation to both optimize competency-based training and ensure public and student safety. The overarching aim of the group, and the focus of this paper, is to provide standardized guidelines for the inclusion of simulation-based learning in psychology training in Australia both during and post-COVID 19. Such guidelines may be equally valuable for psychology training programs globally.

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A virtual reality flight simulator for human factors engineering

Cited by 82 publications

References 14 publications

The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality

The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality

Saliency-Aware Subtle Augmentation Improves Human Visual Search Performance in VR

A New Reality: The Role of Simulated Learning Activities in Postgraduate Psychology Training Programs

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