Methodological Proposal for Use of Virtual Reality VR and Augmented Reality AR in the Formation of Professional Skills in Industrial Maintenance and Industrial Safety

Velosa, Jose Divitt; Cobo, Luis; Castillo, Fernando Torres; Castillo, Camilo

doi:10.1007/978-3-319-64352-6_92

Cited by 19 publications

(6 citation statements)

References 12 publications

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“…More recently, building upon Katz et al's classification [18], Rauschnabel [16] proposed a theoretical framework focusing on utilitarian (i.e., cognitive need), hedonic (i.e., tensionrelease need), sensual (i.e., affective need), social (i.e., social integrative need), and symbolic (i.e., personal integrative need) gratifications and applied this framework to augmented reality (AR) smart glasses. Given that AR and VR share similar operational modes and development principles [25], a couple of researchers began to use the U&G approach to study the usage and gratifications of VR technology. For example, Kim and Lee [26] adopted the U&G approach to examine how and why individuals experience 360-degree VR art and found that pursuing learning from entertainment is immersive.…”

Section: Uses and Gratifications Theorymentioning

confidence: 99%

Shared Virtual Reality Experiences during the COVID-19 Pandemic: Exploring the Gratifications and Effects of Engagement with Immersive Videos

Cheng

Wang

Zhao

2022

IJERPH

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The coronavirus (COVID-19) pandemic and recent economic recession have been impacting many people’s mental health. The experience of social distancing created new hardships for people who already reported symptoms of depression or anxiety. In these circumstances, new technologies, such as immersive virtual reality (VR) videos, could serve as useful tools for facilitating interactions, emotional sharing, and information processing within a virtual environment. In this study, researchers aimed to enrich the information processing literature by focusing on the uses and gratifications of 360-degree VR videos during the pandemic. Through employing survey research with 1422 participants located in the U.S. and structural equation modeling for data analysis, this study found that five types of gratification, including utilitarian (i.e., navigation), hedonic (i.e., enjoyment), sensual (i.e., realism), social (i.e., community), and symbolic (i.e., coolness), significantly motivated users to use such immersive videos. Simultaneously, data demonstrated that these five types of gratification could influence users’ cognitive engagement with virtual content. In addition, such VR engagement facilitated users’ positive attitudes toward immersive videos and continued usage of them. The findings provided practical implications for COVID-19 global recovery as well.

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Section: Uses and Gratifications Theorymentioning

confidence: 99%

Shared Virtual Reality Experiences during the COVID-19 Pandemic: Exploring the Gratifications and Effects of Engagement with Immersive Videos

Cheng

Wang

Zhao

2022

IJERPH

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“…A photorealistic point cloud model, based on photos taken at the Thrihnukar volcano, creates an immersive experience and gives the user the ability to view and interact with the scene. Some other papers refer to teach safety practices in industrial manufacturing workplace [114,115] or in dangerous conditions such as accidents [116] or disasters [40]. For example, Chittaro et al [117] present a mobile VR serious game aimed at teaching how to don a life preserver on the aircraft.…”

Section: General Educationmentioning

confidence: 99%

Virtual Reality and Its Applications in Education: Survey

et al. 2019

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In the education process, students face problems with understanding due to the complexity, necessity of abstract thinking and concepts. More and more educational centres around the world have started to introduce powerful new technology-based tools that help meet the needs of the diverse student population. Over the last several years, virtual reality (VR) has moved from being the purview of gaming to professional development. It plays an important role in teaching process, providing an interesting and engaging way of acquiring information. What follows is an overview of the big trend, opportunities and concerns associated with VR in education. We present new opportunities in VR and put together the most interesting, recent virtual reality applications used in education in relation to several education areas such as general, engineering and health-related education. Additionally, this survey contributes by presenting methods for creating scenarios and different approaches for testing and validation. Lastly, we conclude and discuss future directions of VR and its potential to improve the learning experience.Information 2019, 10, 318 2 of 20 must be carried out under supervision; therefore, students cannot self-configure lab equipment, experience states of emergency or effects of misconfiguration which may lead to equipment damage. Moreover, there is no possibility to practice and catch up outside the laboratory schedule. Currently, the solutions are modern technologies such as online courses [8,9], blended learning [10-13], different computer-based platforms [14-18] and many others, which allow the students to repeat several times the same topic, make mistakes and learn from them. Numerous examples of hardware and software which have been successful in educational processes indicate that edtech industry can improve learning outcomes for the majority of students [19]. More and more educational centres around the world are starting to introduce powerful new technology tools that help them to meet the needs of diverse student populations. Traditional books are being replaced by digital instructional content (especially from open educational resources) [20]. Notebooks, tablets or cell phones with dedicated application have replaced classical copybooks [21]. Distance [22] and personalised learning [23] are used to tailor education to each student's academic strengths, weaknesses, preferences and goals.It is well known that the use of information and communication technologies have been found to improve student attitudes towards learning [24][25][26][27]. It is a rapidly growing field of research, continually developing and looking for new technological solutions. Over the last several years, Virtual Reality (VR), which provides an interactive computer-generated environment, has moved from being the purview of the gaming to the professional development such as military, psychology, medicine and teaching applications.In 1987, Jaron Lanier, together with Steve Bryson, formulated the first definition of VR, which they desc...

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“…From the perspective of elevator manufacturing and maintenance companies, such as KONE, and supported by existing research in the field, VR training has clear benefits for the industry. First, it provides a safe environment for learning safety-critical tasks [2,30]. The learner can also repeat the task several times if needed, opposite to, for example, real-life installation tasks, which can be conducted only once per installed product.…”

Section: Industrial Training In Vrmentioning

confidence: 99%

Enhancing Remote Industrial Training Experiences with Asymmetric Virtual Reality: Experiences, Tools and Guidelines

Burova

Opas²,

Mäkelä

et al. 2022

Applied Sciences

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Training in virtual reality (VR) is a valuable supplementing tool for advancing knowledge transfer that results in increased efficiency and accuracy of technicians in fieldwork. However, COVID-19 pandemic restrictions made it impossible for VR training centers to operate on a full scale, forcing traditional face-to-face learning sessions to become remote. In this article, we investigate the asymmetric use of a VR training solution—among devices with different levels of immersion and control—to enrich the content of remote training sessions. The VR in this case can be seen as a source of visual and other contextual information to advance the effects of situated learning and enhance knowledge transfer. To evaluate this approach, we conducted a remote user study with ten industrial maintenance and installation experts. We also introduce the “Research Panel” tool to gather reactions of learners during the remote training session. The expert user study results demonstrate the usefulness and relevance of asymmetric VR to improve remote training sessions and other application industrial scenarios, while the “Research Panel” data provided detailed insight into the session flow. Building on the qualitative findings, we present design guidelines to aid the adoption of asymmetric VR in the industrial context.

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Methodological Proposal for Use of Virtual Reality VR and Augmented Reality AR in the Formation of Professional Skills in Industrial Maintenance and Industrial Safety

Cited by 19 publications

References 12 publications

Shared Virtual Reality Experiences during the COVID-19 Pandemic: Exploring the Gratifications and Effects of Engagement with Immersive Videos

Shared Virtual Reality Experiences during the COVID-19 Pandemic: Exploring the Gratifications and Effects of Engagement with Immersive Videos

Virtual Reality and Its Applications in Education: Survey

Enhancing Remote Industrial Training Experiences with Asymmetric Virtual Reality: Experiences, Tools and Guidelines

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