Assessing Smart Glasses-based Foodservice Training: An Embodied Learning Theory Approach

Abstract

The present study evaluated simulated, hands on foodservice training delivered through smart glasses compared to passive, strictly video-based training. Handwashing performance variables, including frequency and efficacy, were measured along with post-training reactions. Participants in the strictly video-based group (N = 24) were four times more likely to wash hands than the smart glasses group (N = 25), (95% CI: 1.129 - 14.175). This research highlights how simulation training of handwashing with smart glasses can result in poorer learning outcomes compared to traditional training methods, potentially due to the psychological effects of hand cleansing. The observed training outcomes may also show the need to improve smart glasses-based training by finding ways to decrease attention demands and implementing augmented reality intelligence systems that can enforce training outcomes. Future research should utilize longitudinal studies to determine the impact of smart glasses-based training on food safety behavior habit formation.
 La présente étude a évalué une formation en service alimentaire active et appliquée, livrée par l’entremise de lunettes intelligentes, comparativement à une formation passive strictement basée sur la vidéo. Des variables de rendement relatives au lavage des mains ont été mesurées, y compris la fréquence et l’efficacité. Les participants du groupe dont la formation était strictement basée sur la vidéo (N = 24) étaient quatre fois plus susceptibles de se laver les mains que les participants du groupe aux lunettes intelligentes (N = 25), (95 % IC : 1,129 – 14,175). Les résultats soulignent que la formation par lunettes intelligentes dans laquelle les participants s’exercent à se laver les mains peut entraîner de moins bons résultats d’apprentissage que les méthodes de formation traditionnelles. Cela peut être dû à : a) la nature du contenu pédagogique, dans lequel la mémoire prospective intervient, comparativement à des études préalables avec l’apprentissage incarné et les lunettes intelligentes, qui ont évalué la mémoire rétrospective et les fonctions motrices, ou b) aux effets psychologiques sur la mémoire dont le groupe aux lunettes intelligentes aurait fait l’expérience durant la formation. Des études futures pourraient explorer l’effet de la formation par simulation à l’aide de lunettes intelligentes sur d’autres tâches de service alimentaire.

Multimodal Learning Experience for Deliberate Practice

“…Embodied learning involves perception via senses, motor activity, and introspection that helps to assimilate better knowledge (Robbins & Aydede, 2009;Clark et al, 2019). For example, children learning language by writing have shown better recall and recognition of the characters and more brain activation (Longcamp et al, 2003).…”

“…For example, Chandler and Tricot (2015) note that body movement, such as gestures, can help offload working memory, which in turn allows working memory resources to be used in creating a deeper understanding. Besides, Clark et al (2019) and Kiefer et al (2015) state that embodied learning also leads to better recall rates of training. Embodied learning and, therefore, Multimodal Learning offers various benefits for learning.…”

The Potential of AR Solutions for Behavioral Learning: A Scoping Review

“…Thus, it seems that the use of AR technology for behavioral training is a relatively new research topic in this area. Applications ranged from medical applications [65,67] to the foodservice [63], green driving [64], and industrial assembly [66] fields. In this context, the use of innovative technological systems and devices was more frequent, as in the case of complex gaming systems that used head-up devices (HUDs) [64] or were equipped with sensors and kinetic simulators [66].…”

“…From a theoretical point of view, an approach that focuses on procedural training through segmentation into micro-tasks, as described by Lampen et al [66], is common. On the other hand, a more general theoretical framework was presented in the work of Clark et al [63], where reference was made to embodied cognition or grounded cognition, as well as in the work of Dixit and Sinha [65]. In these papers, the authors were interested in investigating the effectiveness of AR as a tool to facilitate the transfer of skills taught in specific behavioral training programs.…”