Training of Procedural Tasks Through the Use of Virtual Reality and Direct Aids

Rodríguez, Jorge; Gutiérrez, Teresa; Sánchez, Emilio; Casado, Sara; Aguinaga, Iker

doi:10.5772/36650

Cited by 26 publications

(20 citation statements)

References 41 publications

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“…2,3 To better understand the drivers of the interaction, simple 2-way interactions were investigated in the context of training environment (PE and VE respectively). The results show that the interaction of testing session and color order for those who were trained physically (the two solid lines in the figure) is not significant t(28) = -0.93, p = 0.36, with a simple main effect showing that time will significantly increase from initial to retention-test between 23 and 66 seconds regardless of color order when the individual is trained physically t(28) = 4.16, p < 0.001, CI= [23,66]. Conversely, the interaction of testing session and color order for those who were trained virtually (the two dashed lines in the figure) is significant t(28) = -3.47, p = 0.002.…”

Section: Test Resultsmentioning

confidence: 99%

“…Hall and Horwitz [22] in a follow-up study from an initial study in 1998 investigated procedural knowledge retention after a period of time when learning took place in a virtual environment compared to a conventional 2D computer environment and reported no significant differences between the groups. Rodriguez et al examined learning transfer of procedural tasks within a multi-modal virtual environment by building a model lego plane [23] while Gerbaud et al created an entire software platform for teaching procedural tasks using VR [24]. The rich fidelity of VR environments provide a wide variety of learning affordances [25].…”

Section: Learning Transfer In a Virtual Environmentmentioning

confidence: 99%

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Virtual Training: Learning Transfer of Assembly Tasks

Carlson

Peters

Gilbert

et al. 2015

IEEE Trans. Visual. Comput. Graphics

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In training assembly workers in a factory, there are often barriers such as cost and lost productivity due to shutdown. The use of virtual reality (VR) training has the potential to reduce these costs. This research compares virtual bimanual haptic training versus traditional physical training and the effectiveness for learning transfer. In a mixed experimental design, participants were assigned to either virtual or physical training and trained by assembling a wooden burr puzzle as many times as possible during a twenty minute time period.After training, participants were tested using the physical puzzle and were retested again after two weeks. All participants were trained using brightly colored puzzle pieces. To examine the effect of color, testing involved the assembly of colored physical parts and natural wood colored physical pieces. Spatial ability as measured using a mental rotation test, was shown to correlate with the number of assemblies they were able to complete in the training. While physical training outperformed virtual training, after two weeks the virtually trained participants actually improved their test assembly times. The results suggest that the color of the puzzle pieces helped the virtually trained participants in remembering the assembly process. Disciplines Computer-Aided Engineering and Design | Graphics and Human Computer Interfaces | Other Mechanical EngineeringComments This is a manuscript of an article from IEEE Transactions on Visualization and Computer Graphics (2014) Abstract-In training assembly workers in a factory, there are often barriers such as cost and lost productivity due to shutdown. The use of virtual reality (VR) training has the potential to reduce these costs. This research compares virtual bimanual haptic training versus traditional physical training and the effectiveness for learning transfer. In a mixed experimental design, participants were assigned to either virtual or physical training and trained by assembling a wooden burr puzzle as many times as possible during a twenty minute time period. After training, participants were tested using the physical puzzle and were retested again after two weeks. All participants were trained using brightly colored puzzle pieces. To examine the effect of color, testing involved the assembly of colored physical parts and natural wood colored physical pieces. Spatial ability as measured using a mental rotation test, was shown to correlate with the number of assemblies they were able to complete in the training. While physical training outperformed virtual training, after two weeks the virtually trained participants actually improved their test assembly times. The results suggest that the color of the puzzle pieces helped the virtually trained participants in remembering the assembly process.

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Section: Test Resultsmentioning

confidence: 99%

Section: Learning Transfer In a Virtual Environmentmentioning

confidence: 99%

Virtual Training: Learning Transfer of Assembly Tasks

Carlson

Peters

Gilbert

et al. 2015

IEEE Trans. Visual. Comput. Graphics

View full text Add to dashboard Cite

show abstract

“…On the other hand, in this study, the VL platform integrates the theory and procedural guidance in an interactive way to educate them. This methodology addresses some of the major drawbacks seen in physical laboratories such as lack of materials in laboratories, limited laboratory hours, safety (Redel-Macías et al 2016;Yang and Heh 2007;Ullah et al 2016;Rodríguez et al 2012) and so on quite effectively. Additionally this study offers a systematic characterization of student experimental self-efficacy that manifests from the lack of conceptual understanding (CU), increased procedural complexity (PC), susceptibility to laboratory hazards (LH) and lack of sufficient resources (SR) with regards to performing laboratory experiments.…”

Section: Experimental Self-efficacy Of Studentsmentioning

confidence: 99%

Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy

Kolil

Muthupalani

Achuthan

2020

Int J Educ Technol High Educ

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Self-efficacy is an important determinant in successfully attempting a task. In the area of education, self-efficacy plays a crucial role in causing behavioral changes, resulting in enhanced performance over the course of learning. In chemistry education, students often develop anxiety towards performing experiments due to the perceived negative outcomes resulting from lack of understanding and improper experimentation. This anxiety negatively impacts the self-efficacy of students in performing laboratory experiments. We define student-held beliefs about their experimental skills as 'experimental self-efficacy' (ESE), and examine the four prominent factors that impact ESE in chemical laboratories. Through the development of an instrument, this work characterizes ESE and the impact of pre-laboratory interventions such as exposure to virtual laboratories (VL) on ESE and conceptual knowledge of students. Furthermore, analysis using statistical techniques such as t-tests and dissimilarity matrices reveal the positive impact of VL in enhancing students' ESE.

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“…In terms of virtual training , there are plenty of various solutions, based on immersive training [20,21] -these usually belong to level 2. Applications of level 3 often make use of tactile interaction techniques, such as haptic devices [22] and tangible user interfaces (TUI) [23].…”

Section: Industrial Vr Applicationsmentioning

confidence: 99%

Building Virtual Reality Applications for Engineering with Knowledge-Based Approach

Górski¹

2017

Management and Production Engineering Review

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Accepted: 10 December 2017The paper presents a novel methodology of building industrial Virtual Reality applications with use of a knowledge-based approach. Virtual Reality is becoming more and more widespread in engineering applications. However, most solutions are immediate and not flexible, especially in maintenance. Traditional way of programming VR applications makes all the knowledge about a product or a process hard-coded, effectively losing access to it from the outside of the programming software. Besides, making new solutions without any methodology whatsoever makes the process longer and less effective. The author proposes to use general rules of available Knowledge Engineering methodologies in order to make the process of building VR applications more effective and to ensure their flexibility and access to stored knowledge, even after an application is deployed. The presented methodology is supported with practical case studies.

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Training of Procedural Tasks Through the Use of Virtual Reality and Direct Aids

Cited by 26 publications

References 41 publications

Virtual Training: Learning Transfer of Assembly Tasks

Virtual Training: Learning Transfer of Assembly Tasks

Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy

Building Virtual Reality Applications for Engineering with Knowledge-Based Approach

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