“…The methodology of this systematic review consisted of two critical phases: the searching and analytical phases. Figure 2 outlines the systematic review procedure, as inspired by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) [ 2 , 17 , 33 , 39 ]. Fig.…”
Section: Methodsmentioning
confidence: 99%
“…Past research stated that the VR and AR intervention in welding training could improve knowledge transfer, save many consumables’ costs, and support a new pedagogical approach and learning experiences. Besides, previous studies showed that the integration of VR and AR technologies could bring various benefits to education and increase students’ performance [ 2 , 3 , 12 , 17 ]. In parallel to the Industrial Revolution 4.0 (IR 4.0), we anticipated that the investigation on VR and AR technologies in vocational welding training could provide an important framework and guidelines for instructors and policymakers to design practical learning content and improve the psychomotor skills of students.…”
Virtual reality (VR) and augmented reality (AR) continue to play an important role in vocational training in the current pandemic and Industrial Revolution 4.0 era. Welding is one of the highly demanded vocational skills for various manufacturing and construction industries. Students need to undergo many practical sessions to become skilful welders. However, conventional training is very costly in terms of material, time, and infrastructure. Hence, we explore the intervention of VR and AR in welding training, which includes the research purposes, VR and AR technologies, and welding concepts and activities. We performed a comprehensive search of articles from the year 2000 to 2021. After filtering through inclusion criteria and full-text assessment, a total of 42 articles were coded and evaluated. While there has been growth in VR and AR welding training research, there is little discussion in their effectiveness for supporting distance learning, and most studies targeted entry-level students. Our main contributions are classifying primary functions in the virtual welding workshops and their adaptation to the psychomotor domain. We hope these results can empower the research community to develop and improve the VR and AR system and evaluation instruments to support vocational training, especially during this pandemic.
“…The methodology of this systematic review consisted of two critical phases: the searching and analytical phases. Figure 2 outlines the systematic review procedure, as inspired by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) [ 2 , 17 , 33 , 39 ]. Fig.…”
Section: Methodsmentioning
confidence: 99%
“…Past research stated that the VR and AR intervention in welding training could improve knowledge transfer, save many consumables’ costs, and support a new pedagogical approach and learning experiences. Besides, previous studies showed that the integration of VR and AR technologies could bring various benefits to education and increase students’ performance [ 2 , 3 , 12 , 17 ]. In parallel to the Industrial Revolution 4.0 (IR 4.0), we anticipated that the investigation on VR and AR technologies in vocational welding training could provide an important framework and guidelines for instructors and policymakers to design practical learning content and improve the psychomotor skills of students.…”
Virtual reality (VR) and augmented reality (AR) continue to play an important role in vocational training in the current pandemic and Industrial Revolution 4.0 era. Welding is one of the highly demanded vocational skills for various manufacturing and construction industries. Students need to undergo many practical sessions to become skilful welders. However, conventional training is very costly in terms of material, time, and infrastructure. Hence, we explore the intervention of VR and AR in welding training, which includes the research purposes, VR and AR technologies, and welding concepts and activities. We performed a comprehensive search of articles from the year 2000 to 2021. After filtering through inclusion criteria and full-text assessment, a total of 42 articles were coded and evaluated. While there has been growth in VR and AR welding training research, there is little discussion in their effectiveness for supporting distance learning, and most studies targeted entry-level students. Our main contributions are classifying primary functions in the virtual welding workshops and their adaptation to the psychomotor domain. We hope these results can empower the research community to develop and improve the VR and AR system and evaluation instruments to support vocational training, especially during this pandemic.
“…The field of VR has undergone significant development, transitioning from its initial phase of exploration to a rapidly growing domain with diverse applications in areas such as entertainment, education, and medical rehabilitation. Despite the promising potential of VR, a significant obstacle to its widespread adoption is the occurrence of motion sickness caused by virtual environments [8][9][10][11][12][13][14][15]. The purpose of this Section is to provide a comprehensive analysis of the causes, measurement techniques, and potential solutions for motion sickness induced by VR.…”
This research focuses on enhancing the user experience within a Mixed-Reality Situational Awareness System (MRSAS). The study employed the Simulator Sickness Questionnaire (SSQ) in order to gauge and quantify the user experience and to compare the effects of changes to the system. As the results of SSQ are very dependant on inherent motion sickness susceptibility, the Motion Sickness Susceptibility Questionnaire (MSQ) was used to normalize the results. The experimental conditions were tested on a simulated setup which was also compared to its real-life counterpart. This simulated setup was adjusted to best match the conditions found in the real system by using post-processing effects. The test subjects in this research primarily consisted of 17–28 years old university students representing both male and female genders as well as a secondary set with a larger age range but predominantly male. In total, there were 41 unique test subjects in this study. The parameters that were analyzed in this study were the Field of View (FoV) of the headset, the effects of peripheral and general blurring, camera distortions, camera white balance and users adaptability to VR over time. All of the results are presented as the average of multiple user results and as scaled by user MSQ. The findings suggest that SSQ scores increase rapidly in the first 10–20 min of testing and level off at around 40–50 min. Repeated exposure to VR reduces MS buildup, and a FoV of 49–54 is ideal for a MRSAS setup. Additionally camera based effects like lens distortion and automatic white balance had negligible effests on MS. In this study a new MSQ based SSQ normalization technique was also developed and utilized for comparison. While the experiments in this research were primarily conducted with the goal of improving the physical Vegvisir system, the results themselves may be applicable for a broader array of VR/MR awareness systems and can help improve the UX of future applications.
“…A utilização de simuladores virtuais permite promover mais pontos de interação, envolvimento e imersão. Alguns estudos sobre o uso da tecnologia de simuladores virtuais para diversas áreas já puderam comprovar seus benefícios quando utilizada em educação continuada, além de testes de validação de campo 19,20 . A simulação permite associar os cenários reais utilizando ambiente virtual em 3D, promovendo interações de visualização e verbalização, estimulando o profissional a reflexões sobre situações do dia a dia e demandando uma tomada de decisão.…”
Objetivo: Verificar a percepção de enfermeiros com experiência em educação, a respeito da proposta metodológica de treinamento baseado em simulação virtual usando uma plataforma de treinamento imersivo. Métodos: Uma plataforma educacional foi desenvolvida baseada em simulação virtual e metodologias ativas para o engajamento, aprendizado e avaliação dos alunos. A mesma emprega um processo andragógico na construção do conteúdo expondo os enfermeiros a situações simuladas da sua prática diária com foco na melhoria de sua atitude. Os conteúdos são relacionados aos cuidados específicos com o acesso venoso periférico, desde a punção, manutenção, prevenção e manejo de complicações. Foi composto um comitê de especialistas com 12 enfermeiras, com experiência mínima de cinco anos na área da educação, que praticaram o treinamento simulado, e posteriormente, preencheram um formulário da percepção que foi tabulado e analisado pelos pesquisadores do projeto. Resultados: 92% das enfermeiras acreditam que o treinamento simulado aproxima os usuários dos desafios da prática diária, e que realmente pode contribuir para a consolidação do conhecimento. Com relação ao conteúdo experimentado nos roteiros, 67% das profissionais consideraram a proposta “muito importante ou imprescindível” e 33% entenderam ser “importante”. Conclusões: A percepção geral das enfermeiras foi muito positiva, especialmente com relação à importância do conteúdo apresentado, à proposta metodológica de imersão em cenários próximos à realidade, que trouxeram os desafios da prática; além das questões problematizadoras que possibilitaram uma reflexão para a melhor tomada de decisão.
Palavras-chave: Educação em saúde; Treinamento por simulação; Realidade virtual.
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