Advantages of Virtual Reality in the Teaching and Training of Radiation Protection during Interventions in Harsh Environments

Cryer, Anthony; Kapellmann-Zafra, Gabriel; Abrego-Hernandez, Samantha; Marin-Reyes, Hector; French, Richard

doi:10.1109/etfa.2019.8869433

Cited by 13 publications

(5 citation statements)

References 13 publications

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“…It is being used in exposure therapy (Price and Anderson, 2007;Parsons and Rizzo, 2008), treatment of addiction, and posttraumatic stress disorder (Beck et al, 2007;Baños et al, 2011), military training (Rizzo et al, 2011), medical training (Piedra et al, 2016;Rahm et al, 2016), museums (Sylaiou et al, 2010), tourism (Huang et al, 2016;Potdevin et al, 2021), and other domains (Merchant et al, 2014). Another promising application domain for VR technology is the field of education and training (Pan et al, 2006;Hayes et al, 2013;Stevens and Kincaid, 2015;Cryer et al, 2019). In this context, the question arises as to whether the use of VR technology has a beneficial influence on learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

The Interplay Between Presence and Learning

Ochs

Sonderegger

2022

Front. Virtual Real.

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The highly immersive Virtual reality (VR) headset is gaining popularity in multiple application domains. In the context of learning, it has been proposed to be beneficial by increasing presence and attention in noisy and distracting environments, both factors that are considered important for learning. Despite intensified research efforts in recent years, empirical knowledge of experimental research addressing the link between presence and learning in specific environmental contexts is still rather scarce. In this study following an experimental mixed-method approach, the link between presence and memorization as a particular form of learning is addressed by comparing memorization with a highly immersive VR headset to a less immersive system (desktop screen) in noisy and calm learning environments. Using a 2 (learning location) x 2 (learning device) between-subjects design, 63 participants interacted with one of the two devices in either of the two environments. As expected, VR headset users reported higher presence levels. While participants subjectively evaluated the VR headset as a better device for learning, the memorization test scores were higher for desktop screen users in both calm and noisy environments. Learning location did not show significant effects. Attention distraction and context-dependent learning are discussed with regard to the unexpected results, while implications for practice and future research are discussed.

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Section: Introductionmentioning

confidence: 99%

The Interplay Between Presence and Learning

Ochs

Sonderegger

2022

Front. Virtual Real.

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“…The scientific literature is still at the beginning of the investigation of the training effect of immersive VR, and whether VR training may provide objective advantages in task performance should be further investigated. However, it is worth to mention that a number of studies support the idea that VR offers advantages compared to traditional training methods (see e.g., Cryer et al, 2019 ), and that VR training can increase performance ( Alhalabi, 2016 ; Passig et al, 2016 ; Webster, 2016 ), even though these findings have been recently challenged ( Makransky et al, 2019 , 2020 ).…”

Section: Introductionmentioning

confidence: 99%

The Use of Virtual Reality Alone Does Not Promote Training Performance (but Sense of Presence Does)

2020

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Virtual reality (VR) offers novel ways to develop skills and learning. This technology can be used to enhance the way we educate and train professionals by possibly being more effective, cost-efficient, and reducing training-related risks. However, the potential benefits from virtual training assume that the trained skills can be transferred to the real world. Nevertheless, in the current published scientific literature, there is limited empirical evidence that links VR use to better learning. The present investigation aimed to explore the use of VR as a tool for training procedural skills and compare this modality with traditional instruction methods. To investigate skill development using the two forms of training, participants were randomly divided into two groups. The first group received training through an instructional video, while the second group trained in VR. After the training session, the participants performed the trained task in a real setting, and task performance was measured. Subsequently, the user's experienced sense of presence and simulator sickness (SS) was measured with self-report questionnaires. There were no significant differences between groups for any of the performance measures. There was no gender effect on performance. Importantly, the results of the present study indicate that a high sense of presence during the VR simulation might contribute to increased skill learning. These findings can be used as a starting point that could be of value when further exploring VR as a tool for skill development.

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“…Virtual Reality removes many of the constraints around the exploration of harsh environments by providing an accurate facsimile of the situation without the associated risks [13]. It also opens a whole new perspective on the 'learn-by-doing' approach to teaching.…”

Section: Advantages Of Using Virtual Reality For Trainingmentioning

confidence: 99%

Integrating motion capture in a virtual reality intervention planning platform to study radiation protection measures for the ATLAS inner detector decommissioning

et al. 2021

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Advantages of Virtual Reality in the Teaching and Training of Radiation Protection during Interventions in Harsh Environments

Abstract: This is a repository copy of Advantages of virtual reality in the teaching and training of radiation protection during interventions in harsh environments.

Cited by 13 publications

References 13 publications

The Interplay Between Presence and Learning

The Interplay Between Presence and Learning

The Use of Virtual Reality Alone Does Not Promote Training Performance (but Sense of Presence Does)

Integrating motion capture in a virtual reality intervention planning platform to study radiation protection measures for the ATLAS inner detector decommissioning

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