Skill retention after desktop and head-mounted-display virtual reality training

Abstract

Virtual Reality (VR) is increasingly used in learning and can be experienced with a head-mounted display (HMD) as a 3D immersive version (IVR) or with a PC (or another computer) as a 2D desktop-based version (DVR). A research gap is the effect of IVR and DVR on learners' skill retention. To address this gap, we designed an experiment in which learners were trained and tested for the assembly of a procedural industrial task.We found non-significant differences in the number of errors, the time to completion, satisfaction, self-efficacy and motivation. The results support the view that DVR and IVR are similarly useful for learning retention. These insights may help researchers and practitioners to decide which form of VR they should use.

Features of adaptive training algorithms for improved complex skill acquisition

“…For instance, higher levels of immersion may distract from learning (Jensen and Konradsen, 2017;Makransky et al, 2019) and virtual environments are less effective than real-world training for skilled sensory-motor coordination tasks (Harris et al, 2020;McAnally et al, 2022). Despite this, skill retention in both minimally and maximally immersive VR training systems (i.e., desktop vs. head-mounted display (HMD), respectively) is high for procedural skills (Farr et al, 2023), and highest for subjects who used HMDs when training to gain complex military medical skills (Siu et al, 2016). Skill acquisition is highest among those who train in VR, especially if used in concert with physical and/or haptics-mediated controls (Butt et al, 2018).…”