This paper reports a study which demonstrates the advantages of using virtual-reality based systems for training automotive assembly tasks. Sixty participants were randomly assigned to one of the following three training experience to learn a car service procedure: i) observational training through video instruction; ii) an experiential virtual training and trial in a CAVE; and iii) an experiential virtual training and trial through a portable 3D interactive table. Results show that virtual trained participants, after the training, can remember significantly better (p <.05) the correct execution of the steps compared to video-trained trainees. No significant differences were identified between the experiential groups neither in terms of post-training performances nor in terms of proficiency, despite differences in the interaction devices. The relevance of the outcomes for the automotive fields and for the designers of virtual training applications are discussed in light of the outcomes, particularly that virtual training experienced through a portable device such as the interactive table can be effective, as can training performed in a CAVE. This suggests the possibility for automotive industries to invest in advanced portable hardware to deliver effectively long-distance programmes of training for car service operators placed all over the world.

The consortium of the Innovate UK funded Live Augmented Reality Training Environments (LARTE) project, composed of Jaguar Land Rover (JLR), Holovis International Ltd and The University of Nottingham, developed a new concept of a 3D multiplatform training system to train the procedural skills of service maintenance operators. The LARTE tool was designed on the basis of JLR needs and desiderata. This paper presents the functionalities of the initial prototype of LARTE training system, and outcomes of an evaluation study of the usability of the product.

An empirical analysis was performed to compare the effectiveness of different approaches to training a set of procedural skills to a sample of novice trainees. Sixty-five participants were randomly assigned to one of the following three training groups: i) learning-by-doing in a 3D desktop virtual environment, ii) learning-by-observing a video (show-and-tell) explanation of the procedures, and iii) trial-and-error. In each group participants were trained on two car service procedures. Participants were recalled to perform a procedure either two or four weeks after the training. The results showed that: i) participants trained through the virtual approach of learning-by-doing performed both procedures significantly better (i.e., p <.05 in terms of errors and time) than people of non-virtual groups. ii) The virtual training group, after a period of non-use, were more effective than non-virtual training (i.e., p <.05) in their ability to recover their skills. iii) After a (simulated) long period from the training -i.e., up to 12 weeks -people who experienced 3D environments consistently performed better than people who received other kinds of training. The results also suggested that independently from the training group, trainees' visuospatial abilities were a predictor of performance, at least for the complex service procedure, Adj R 2 = .460, and that post-training performances of people trained through virtual learning-by-doing are not affected by learning styles. Finally, a strong relationship (p<..001 R 2 =.441) was identified between usability and trust in the use of the virtual training tooli.e., the more the system was perceived as usable, the more it was perceived as trustable to acquire the competences.