Indirect measures of learning transfer between real and virtual environments

Garrett, Michael; McMahon, Mark

doi:10.14742/ajet.445

Cited by 8 publications

(5 citation statements)

References 21 publications

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“…[25][26][27][28][29][30] The reviewed literature related to VRS used in overall evacuation training is predominately focused on model crowd response. This research supports the findings of Ribeiro, Almeida, and Rossetti et al 11 and Garrett and MacMahon, 12 who effectively used VRS to train participants in evacuation. This study demonstrates the importance of considering more than one measure of outcome performance.…”

Section: Discussionsupporting

confidence: 88%

“…Virtual simulation has been used in evacuation training to model crowd response in multiple studies. [9][10][11][12] In these studies, the effectiveness of the simulation was not tested, but the simulation was used as the environment to measure other variables. In a virtual evacuation environment, Bode, Wagoum, and Coling 9 explored decision-making with 450 participants.…”

Section: Farramentioning

confidence: 99%

“…Serious gaming was shown to be effective in training participants in evacuation from a high-rise building 11 . Garrett and MacMahon 12 reported learning transfer of miners using VRS to train for mine evacuation.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Effects of Virtual Reality Simulation on Worker Emergency Evacuation of Neonates

Farra

Hodgson

Miller

et al. 2018

Disaster med. public health prep.

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ObjectiveThis study examined differences in learning outcomes among newborn intensive care unit (NICU) workers who underwent virtual reality simulation (VRS) emergency evacuation training versus those who received web-based clinical updates (CU). Learning outcomes included a) knowledge gained, b) confidence with evacuation, and c) performance in a live evacuation exercise.MethodsA longitudinal, mixed-method, quasi-experimental design was implemented utilizing a sample of NICU workers randomly assigned to VRS training or CUs. Four VRS scenarios were created that augmented neonate evacuation training materials. Learning was measured using cognitive assessments, self-efficacy questionnaire (baseline, 0, 4, 8, 12 months), and performance in a live drill (baseline, 12 months). Data were collected following training and analyzed using mixed model analysis. Focus groups captured VRS participant experiences.ResultsThe VRS and CU groups did not statistically differ based upon the scores on the Cognitive Assessment or perceived self-efficacy. The virtual reality group performance in the live exercise was statistically (P<.0001) and clinically (effect size of 1.71) better than that of the CU group.ConclusionsTraining using VRS is effective in promoting positive performance outcomes and should be included as a method for disaster training. VRS can allow an organization to train, test, and identify gaps in current emergency operation plans. In the unique case of disasters, which are low-volume and high-risk events, the participant can have access to an environment without endangering themselves or clients. (Disaster Med Public Health Preparedness. 2019;13:301–308)

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Section: Discussionsupporting

confidence: 88%

Section: Farramentioning

confidence: 99%

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Effects of Virtual Reality Simulation on Worker Emergency Evacuation of Neonates

Farra

Hodgson

Miller

et al. 2018

Disaster med. public health prep.

View full text Add to dashboard Cite

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“…In short, the study found significantly improved performance for VR participants during a live disaster exercise, 5 which is consistent with other results showing the effectiveness of VR as a training tool. [6][7][8][9][10][11][12] Additionally, the costs of the final live exercise were tracked and quantified along with the costs of the VR training simulations.…”

mentioning

confidence: 99%

Comparative Cost of Virtual Reality Training and Live Exercises for Training Hospital Workers for Evacuation

Farra

Gneuhs

Hodgson

et al. 2019

CIN: Computers, Informatics, Nursing

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Adoption of virtual reality technology may be delayed due to high up-front costs with unknown returns on that investment. In this article, we present a cost analysis of using virtual reality as a training tool. Virtual reality was used to train neonatal intensive care workers in hospital evacuation. A live disaster exercise with mannequins was also conducted that approximated the virtual experience. Comparative costs are presented for the planning, development, and implementation of both interventions. Initially, virtual reality is more expensive, with a cost of $229.79 per participant (total cost $18 617.54 per exercise) for the live drill versus $327.78 (total cost $106 951.14) for virtual reality. When development costs are extrapolated to repeated training over 3 years, however, the virtual exercise becomes less expensive with a cost of $115.43 per participant, while the cost of live exercises remains fixed. The larger initial investment invirtual reality can be spread across a large number of trainees and a longer time period with little additional cost, while each live drill requires additional costs that scale with the number of participants.

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“…To provide access to an authentic engineering practice workspace, a VR simulation was used. As discussed above, VR is especially applicable in contexts such as this where access to real engineering work sites may not be feasible or may be hazardous, and VR can effectively emulate the setting through immersive simulations (Freina & Ott, 2015;Garrett & McMahon, 2013;Slater & Sanchez-Vives, 2016).…”

Section: Participants and Settingmentioning

confidence: 99%

Using head mounted display virtual reality simulations in large engineering classes: Operating vs observing

Valentine

Veen

Kenworthy

et al. 2021

AJET

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A barrier to using head mounted display (HMD) virtual reality (VR) in education is access to hardware for large classes. This paper compares students’ learning when engaging with an HMD VR simulation as the operator and as the observer, to evaluate whether benefits of HMD VR can be achieved without requiring all students to operate the equipment. Postgraduate engineering students (N = 117) completed a safety hazard identification exercise in a workshop. The performance of students who operated and observed was compared. Results showed that students performed similarly in the exercise that followed the simulation whether they operated HMD VR (n = 33) or observed (n = 84). The finding suggests that educators may be able to use HMD VR simulations in classes with a large enrolment, by reducing the need for investment and management of a large number of sets of HMD VR equipment. Implications for practice or policy: Engineering educators can use HMD VR simulations to teach students about safety in design. Engineering students are able to identify safety hazards in a HMD VR simulation effectively whether they are operating the equipment or observing another student in their group operating the VR equipment. One HMD VR set per student group is sufficient. HMD VR simulations can be used inclusively, even when some students are unable or unwilling to wear the headset.

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Indirect measures of learning transfer between real and virtual environments

Cited by 8 publications

References 21 publications

Effects of Virtual Reality Simulation on Worker Emergency Evacuation of Neonates

Effects of Virtual Reality Simulation on Worker Emergency Evacuation of Neonates

Comparative Cost of Virtual Reality Training and Live Exercises for Training Hospital Workers for Evacuation

Using head mounted display virtual reality simulations in large engineering classes: Operating vs observing

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