RIDERS: Road Inspection &amp; Driver Simulation

Veronez, Maurício Roberto; Gonzaga, Luiz; Bordin, Fabiane; Kupssinskü, Lucas Silveira; Kannenberg, Gabriel Lanzer; Duarte, Tiago; Santana, Leonardo Gomes; Fraga, Lean Luca de; Alves, Demetrius Nunes; Marson, Fernando

doi:10.1109/vr.2018.8446207

Cited by 8 publications

(4 citation statements)

References 2 publications

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“…Four participants reported this in the comment section of the questionnaire as a factor that made them prefer the VR headset. This is particularly important since usability has been shown to be an important factor influencing the suitability of VR for learning (Hupont et al, 2015;Fernandes et al, 2016;Dolezal et al, 2017;Bryan et al, 2018;dela Cruz and Mendoza, 2018;Veronez et al, 2018). Although it would have been preferable to have used the same interaction mode for both experimental conditions in this study, this was technically not feasible since navigation via head movement was not applicable for the desktop computer condition.…”

Section: Discussionmentioning

confidence: 99%

“…Regarding highly immersive VR, quite a few studies have been conducted in the context of learning. Most of these studies, however, were addressing issues of usability of educational software, in which neither presence nor learning was measured (Schofield, 2012;Hupont et al, 2015;Dolezal et al, 2017;dela Cruz and Mendoza, 2018;Veronez et al, 2018;Radianti et al, 2020). While the usability of a virtual learning environment is necessary for both successful learning and presence, it does not guarantee a sense of presence or successful learning.…”

Section: Presence and Learningmentioning

confidence: 99%

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The Interplay Between Presence and Learning

Ochs

Sonderegger

2022

Front. Virtual Real.

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The highly immersive Virtual reality (VR) headset is gaining popularity in multiple application domains. In the context of learning, it has been proposed to be beneficial by increasing presence and attention in noisy and distracting environments, both factors that are considered important for learning. Despite intensified research efforts in recent years, empirical knowledge of experimental research addressing the link between presence and learning in specific environmental contexts is still rather scarce. In this study following an experimental mixed-method approach, the link between presence and memorization as a particular form of learning is addressed by comparing memorization with a highly immersive VR headset to a less immersive system (desktop screen) in noisy and calm learning environments. Using a 2 (learning location) x 2 (learning device) between-subjects design, 63 participants interacted with one of the two devices in either of the two environments. As expected, VR headset users reported higher presence levels. While participants subjectively evaluated the VR headset as a better device for learning, the memorization test scores were higher for desktop screen users in both calm and noisy environments. Learning location did not show significant effects. Attention distraction and context-dependent learning are discussed with regard to the unexpected results, while implications for practice and future research are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Presence and Learningmentioning

confidence: 99%

The Interplay Between Presence and Learning

Ochs

Sonderegger

2022

Front. Virtual Real.

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“…In the area of roads (2%), Veronez et al [95] evaluated a low‐cost, immersive driver simulation system to improve the transportation infrastructure learning process by helping in the discernment of the main geometric elements that compose a road design. Yang et al [96] designed a VR guidance system to teach skills in reviewing railway vehicles and their infrastructure to visualise and evaluate the safety performance of a road.…”

Section: Resultsmentioning

confidence: 99%

“…In the area of planning (9%), intelligent systems have been used in facilities management and review of project progress status. XR and BIM have been used for real-time interaction and cost estimation and to raise awareness of construction stakeholders about the use of technology [10,17,21,23,74,80,95,104] to obtain objective information on the progress status of projects and deliver more accurate information on progress and cost, helping project stakeholders to implement emerging technologies such as XR-BIM.…”

Section: A6-planning Areamentioning

confidence: 99%

Critical analysis of the use of extended reality XR for training in civil engineering

Proboste Martinez,

Muñoz La Rivera,

Serrano

2024

Comp Applic In Engineering

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Construction 4.0 promotes digital transformation through automation, robotisation, and the integration of systems and processes into digital environments, with direct links to real systems, using a wide range of technologies. The risk here is centred on having very advanced machines with people not prepared to use them. If the training is centred on teaching people, however, the risk is transferred to having overqualified equipment. In search of this balance, the study, analysis, and evaluation of human–machine interaction are crucial, as are correctly identifying the tools through which this interaction is achieved. Extended reality (XR), emerging technology within Construction 4.0, seems to be a tool that offers an environment conducive to achieving these interactions and meeting the objectives sought. In civil engineering, efforts have been directed towards the study and development of applications of XR experiences rather than the application of this technology in a transcendental way in civil engineering training. This research identifies developments in XR experiences and analyses their use, application methodologies, and training areas that include immersive training, as well as the relationship between XR and construction industry methodologies and technologies, such as building information modelling.

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