Gamification of virtual reality assembly training: Effects of a combined point and level system on motivation and training results

Ulmer, Jessica; Braun, Sebastian; Cheng, Chi‐Tsun; Dowey, S.J.; Wollert, Jörg F.

doi:10.1016/j.ijhcs.2022.102854

Cited by 34 publications

(12 citation statements)

References 60 publications

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“…The use of game mechanics in VR training has also been found effective in the improvement of skills in real life by Ulmer et al [34] in training for assembly tasks. The authors [34] suggested that even though gamified VR could provide support for the completion of the tasks at the beginning of training, this positive effect can decrease gradually. Furthermore, both positive and negative feedback should be provided throughout the training to balance the participant's feeling of competence without adding pressure.…”

Section: Gamification In Trainingmentioning

confidence: 99%

Train vs. Play: Evaluating the Effects of Gamified and Non-Gamified Wheelchair Skills Training Using Virtual Reality

Zorzi,

Tabbaa,

Covaci

et al. 2023

Bioengineering

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This study compares the influence of a gamified and a non-gamified virtual reality (VR) environment on wheelchair skills training. In specific, the study explores the integration of gamification elements and their influence on wheelchair driving performance in VR-based training. Twenty-two non-disabled participants volunteered for the study, of whom eleven undertook the gamified VR training, and eleven engaged in the non-gamified VR training. To measure the efficacy of the VR-based wheelchair skills training, we captured the heart rate (HR), number of joystick movements, completion time, and number of collisions. In addition, an adapted version of the Wheelchair Skills Training Program Questionnaire (WSTP-Q), the Igroup Presence Questionnaire (IPQ), and the Simulator Sickness Questionnaire (SSQ) questionnaires were administered after the VR training. The results showed no differences in wheelchair driving performance, the level of involvement, or the ratings of presence between the two environments. In contrast, the perceived cybersickness was statistically higher for the group of participants who trained in the non-gamified VR environment. Remarkably, heightened cybersickness symptoms aligned with increased HR, suggesting physiological connections. As such, while direct gamification effects on the efficacy of VR-based wheelchair skills training were not statistically significant, its potential to amplify user engagement and reduce cybersickness is evident.

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Section: Gamification In Trainingmentioning

confidence: 99%

Train vs. Play: Evaluating the Effects of Gamified and Non-Gamified Wheelchair Skills Training Using Virtual Reality

Zorzi,

Tabbaa,

Covaci

et al. 2023

Bioengineering

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“…For example, Oliver Korn et al gamified the process of mechanical assembly, making it easier for employees to perceive the accuracy and effectiveness of the assembly process [8] . Jessica Ulmer et al designed a combined point and leveling VR-based gamification system for assembly training (as shown in Figure 1a) [9] . Furthermore, gamification can also be used to learn manufacturing-related software.…”

Section: Gamification In Manufacturing Skill Trainingmentioning

confidence: 99%

Does the Manufacturing Industry Also Need Gamification? – A Gamification Design Practice for CNC Machine Tool Skill Training

Li,

Liu

2024

Frontiers in Artificial Intelligence and Applications

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In CNC (Computer Numerical Control) vocational colleges, the current traditional pedagogy has become conflicting with the learning preferences of the “Generation Z”, resulting in their low sense of competence, low learning autonomy, and insufficient recognition of industry identification. Thus, gamification design provides novel ideas for addressing these issues. Based on the theories of self-determination theory and motivational affordances, this study analyzes the sore points and study needs of students who are majoring in CNC technology at vocational colleges. Hence, according to the 12 dimensions of motivational affordances, the “needs-affordances-features” framework and the course content of CNC technology, a set of gamification design strategies for CNC machine tool skill training is proposed. Consequently, a smartphone-based interactive design practice is completed. Following this design practice, a user experience test is executed, and a positive result is obtained. Theoretically, this study explores the feasibility of modified gamification design processes that combine the motivational affordance model and the “needs-affordances-features” framework. Practically, the integration of gamification design into CNC machine tool skill training is not only a bold attempt to boost the learning motivation of students, but also a practical research foundation for the innovative development and transformation of CNC technology vocational education.

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“…From a perspective less focused on the student and more on the professional world, Ulmer et al [22] compared a gamified virtual environment with the real one. The environment consisted of a manual work station with assembly parts, an Allen key, and a monitor showing a picture of the final assembly.…”

Section: Literature Reviewmentioning

confidence: 99%

Immersive Virtual-Reality System for Aircraft Maintenance Education: A Case Study

et al. 2023

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Aircraft maintenance is a highly relevant procedure in many industries, yet obtaining qualified personnel to carry it out is a difficult task. Training in such techniques is complex and requires access to facilities and materials that are not readily available. Virtual reality can be a tool to improve this situation. This paper presents the whole process of design, development, and evaluation of a virtual environment that allows users to perform some of the main tasks required in aircraft maintenance after landing or for take-off. By following a user-centered design methodology and the Octalysis framework to apply motivation and engagement techniques, a gamified virtual environment was developed that allows the user to practice specific aircraft maintenance techniques. The environment was tested by users of different profiles who answered questionnaires to evaluate the perceived gamification, usability, and the feeling of sickness from the experience. The analysis of the data corroborates the good performance of the VR environment in these fields.

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Gamification of virtual reality assembly training: Effects of a combined point and level system on motivation and training results

Cited by 34 publications

References 60 publications

Train vs. Play: Evaluating the Effects of Gamified and Non-Gamified Wheelchair Skills Training Using Virtual Reality

Train vs. Play: Evaluating the Effects of Gamified and Non-Gamified Wheelchair Skills Training Using Virtual Reality

Does the Manufacturing Industry Also Need Gamification? – A Gamification Design Practice for CNC Machine Tool Skill Training

Immersive Virtual-Reality System for Aircraft Maintenance Education: A Case Study

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