Skill Training in Multimodal Virtual Environments

Gopher, Daniel; Krupenia, Stas; Gavish, Nirit

doi:10.1201/ebk1439834916-c88

Cited by 6 publications

(9 citation statements)

References 19 publications

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“…Simulator training is effective, when the skills learnt on the simulator transfer to the real task [34] . To feature transfer, the simulator has to represent the key features of the real task well enough, since key features are crucial during development of a movement plan [54] .…”

Section: Discussionmentioning

confidence: 99%

“…However, their effectiveness on motor learning has hardly been investigated. The effectiveness of a training simulator is given, when skills learnt on the simulator can be transferred to the real environment [34] . So far, investigations of transferability might have been hampered due to limited resources, technical constraints, or safety restrictions, or because of too heavy and too bulky measurement systems required assessing the performance under real conditions.…”

Section: Introductionmentioning

confidence: 99%

“…According to D. Gopher (2012), the following four points should be addressed to assess the value of a multimodal virtual environment platform for skill acquisition: “1) A comparative evaluation of the differential experience of performing the same tasks on the VR platform and in the real world; 2) Evaluation of the contribution of accelerators; 3) Assessment of training protocols that will maximize learning and skill acquisition on a platform; 4) Transfer of training studies.” [34] . We already assessed the value of our simulator, e.g.…”

Section: Introductionmentioning

confidence: 99%

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Transfer of Complex Skill Learning from Virtual to Real Rowing

et al. 2013

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Simulators are commonly used to train complex tasks. In particular, simulators are applied to train dangerous tasks, to save costs, and to investigate the impact of different factors on task performance. However, in most cases, the transfer of simulator training to the real task has not been investigated. Without a proof for successful skill transfer, simulators might not be helpful at all or even counter-productive for learning the real task. In this paper, the skill transfer of complex technical aspects trained on a scull rowing simulator to sculling on water was investigated. We assume if a simulator provides high fidelity rendering of the interactions with the environment even without augmented feedback, training on such a realistic simulator would allow similar skill gains as training in the real environment. These learned skills were expected to transfer to the real environment. Two groups of four recreational rowers participated. One group trained on water, the other group trained on a simulator. Within two weeks, both groups performed four training sessions with the same licensed rowing trainer. The development in performance was assessed by quantitative biomechanical performance measures and by a qualitative video evaluation of an independent, blinded trainer. In general, both groups could improve their performance on water. The used biomechanical measures seem to allow only a limited insight into the rowers' development, while the independent trainer could also rate the rowers' overall impression. The simulator quality and naturalism was confirmed by the participants in a questionnaire. In conclusion, realistic simulator training fostered skill gains to a similar extent as training in the real environment and enabled skill transfer to the real environment. In combination with augmented feedback, simulator training can be further exploited to foster motor learning even to a higher extent, which is subject to future work.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Transfer of Complex Skill Learning from Virtual to Real Rowing

et al. 2013

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“…Such evaluation is commonly undertaken by looking for improvements in the performance of a real world task or procedure after initial training in a corresponding simulation environment (Gopher, 2012;Rose, Attree, Brooks, Parslow, & Penn, 2000). However, such an approach is not suitable in situations where performance testing in the real world environment is not feasible, necessitating the adoption of more abstract approaches.…”

Section: Introduction Learning Transfermentioning

confidence: 99%

Indirect measures of learning transfer between real and virtual environments

Garrett

McMahon

2013

AJET

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This paper reports on research undertaken to determine the effectiveness of a 3D simulation environment used to train mining personnel in emergency evacuation procedures, designated the Fires in Underground Mines Evacuation Simulator (FUMES). Owing to the operational constraints of the mining facility, methods for measuring learning transfer were employed which did not require real world performance evaluation. Transfer measures that examined simulator performance relative to real world experience, fidelity assessment, and appraisal of the training value of the platform were utilised. Triangulation of results across all three measures indicated the presence of learning transfer, suggesting the viability of indirect measures in instances where real world performance testing is not possible. Furthermore, these indirect measures of learning transfer also provided some insight as to the strengths and weaknesses of the simulation design, which could be used to inform the development of future versions of the product.

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“…Training in virtual domains can have many benefits compared to real world training [1,2,3]. In general, a richer sensory VR environment supports better learning; however, care must be taken to ensure a good match between the real and VR items [4].…”

Section: Introductionmentioning

confidence: 99%