A VR training system for learning and skills development for construction workers

Osti, Francesco; Amicis, Raffaele De; Sanchez, Christopher A.; Tilt, Azara Betony; Prather, Eric; Liverani, Alfredo

doi:10.1007/s10055-020-00470-6

Cited by 38 publications

(27 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Osti et al ( 2021 ) They seek to train construction workers using a novel VR system, this simulated a virtual training site, implemented a 3D training video with a VR head-mounted display, and compared it with a second group shown simple 2-D instructional video training, the first group presented better results in terms of retention, task performance, learning speed and participation. The practical application of VR as a teaching and learning tool is remarkable.…”

Section: Resultsmentioning

confidence: 99%

“…This analysis evidences the importance of VR-based simulation processes, especially in areas of knowledge development that teachers deem necessary, allowing a balance between the cost and benefit of the experiences obtained. Osti et al (2021) They seek to train construction workers using a novel VR system, this simulated a virtual training site, implemented a 3D training video with a VR head-mounted display, and compared it with a second group shown simple 2-D instructional video training, the first group presented better results in terms of retention, task performance, learning speed and participation. The practical application of VR as a teaching and learning tool is remarkable.…”

Section: Vr Learning Environmentsmentioning

confidence: 99%

See 1 more Smart Citation

Systematic literature review and bibliometric analysis on virtual reality and education

2022

View full text Add to dashboard Cite

The objective of this study is to identify and analyze the scientific literature with a bibliometric analysis to find the main topics, authors, sources, most cited articles, and countries in the literature on virtual reality in education. Another aim is to understand the conceptual, intellectual, and social structure of the literature on the subject and identify the knowledge base of the use of VR in education and whether it is commonly used and integrated into teaching–learning processes. To do this, articles indexed in the Main Collections of the Web of Science, Scopus and Lens were analyzed for the period 2010 to 2021. The research results are presented in two parts: the first is a quantitative analysis that provides an overview of virtual reality (VR) technology used in the educational field, with tables, graphs, and maps, highlighting the main performance indicators for the production of articles and their citation. The results obtained found a total of 718 articles of which the following were analyzed 273 published articles. The second stage consisted of an inductive type of analysis that found six major groups in the cited articles, which are instruction and learning using VR, VR learning environments, use of VR in different fields of knowledge, learning processes using VR applications or games, learning processes employing simulation, and topics published during the Covid-19 pandemic. Another important aspect to mention is that VR is used in many different areas of education, but until the beginning of the pandemic the use of this so-called “disruptive process” came mainly from students, Institutions were reluctant and slow to accept and include VR in the teaching–learning processes.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Vr Learning Environmentsmentioning

confidence: 99%

Systematic literature review and bibliometric analysis on virtual reality and education

2022

View full text Add to dashboard Cite

show abstract

“…Two studies found a significant difference between time points, but not between groups (Jung & Ahn, 2018;Osti et al, 2020).…”

Section: Procedural-practical Knowledgementioning

confidence: 91%

Learning Outcomes in HMD-VR: a Literature Review

Lähtevänoja

Vesisenaho

Vasalampi

et al. 2022

seminar

View full text Add to dashboard Cite

While the educational technology has developed to the point that Extended Reality (XR), including immersive Virtual Reality (VR) can be used in education, the learning outcomes of these technologies in the large scale is still quite unknown. This literature review aims to take a comprehensive look to the field of immersive VR in to find out where the learning outcomes of HMD-VR stands out, and how they compare to other technologies and methods. The main result of this paper is that while HMD-based Virtual Reality Learning Environments (VRLEs) may not be superior compared to other technologies such as desktop-based VR environments regarding direct learning outcomes, a clear indication towards increased learning motivation and engagement can be seen.

show abstract

“…Virtual reality (VR) technologies have become popular for training materials in the elds of aviation (Hays et al 1992), surgery (Hong et al 2020;Seymour et al 2002), and critical care (Koutitas et al 2020), i.e., elds in which it is di cult to practice the necessary skills safely in the real world. Recently, VR technologies have also been applied to sports and skills training, and their ability to improve real-world performance has been demonstrated to some extent (Michalski et al 2019;Osti et al 2020). One study reported a marked improvement in motor skills in the real world following VR training (Gray 2017).…”

Section: Introductionmentioning

confidence: 99%

Effects of first- and third-person perspectives created using a head-mounted display on dart-throwing accuracy

Ueyama

Harada

2021

Virtual Reality

View full text Add to dashboard Cite

The rst-person perspective (1PP) and third-person perspective (3PP) have both been adopted in video games. The 1PP can induce a strong sense of immersion, and the 3PP allows players to perceive distances easily. Virtual reality (VR) technologies have also adopted both perspectives to facilitate skill acquisition. However, how 1PP and 3PP views affect motor skills in the real world, as opposed to in games and virtual environments, remains unclear. This study examined the effects of the 1PP and 3PP on real-world dart-throwing accuracy after head-mounted display (HMD)-based practice tasks involving either the 1PP or 3PP. The 1PP group showed poorer dart-throwing performance, whereas the 3PP task had no effect on performance. Furthermore, while the effect of the 1PP task persisted for some time, that of task 3PP disappeared immediately. Therefore, the effects of 1PP VR practice tasks on motor control transfer more readily to the real world than do those of 3PP tasks.

show abstract

A VR training system for learning and skills development for construction workers

Cited by 38 publications

References 31 publications

Systematic literature review and bibliometric analysis on virtual reality and education

Systematic literature review and bibliometric analysis on virtual reality and education

Learning Outcomes in HMD-VR: a Literature Review

Effects of first- and third-person perspectives created using a head-mounted display on dart-throwing accuracy

Contact Info

Product

Resources

About