Immersive virtual-reality computer-assembly serious game to enhance autonomous learning

Checa, David; Miguel-Alonso, Ines; Bustillo, Andrés

doi:10.1007/s10055-021-00607-1

Cited by 56 publications

(23 citation statements)

References 42 publications

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“…Nevertheless, it can be assumed that VR training tools create a corresponding novelty effect among athletes, which could have a positive impact on training in VR. This positive impact on learning has already been shown with VR learning tools or VR serious games in students [34].…”

Section: Discussionmentioning

confidence: 60%

Comparison of response behavior in karate kumite between real world and virtual reality

et al. 2022

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Virtual reality is increasingly applied to support physical training and improve athletes’ performance in sports. Nevertheless, there is a research deficit in that, especially in martial arts, it has not yet been shown to what extent the response behavior of athletes in virtual reality is the same as in the real world. If this can be confirmed, a transfer of VR-adapted skills to RW can be expected and sports training in a virtual environment can be applied to improve sports performance. Since the response behavior is essential for many sports, this study compares it in karate kumite to the competition-important attack (Kizami-Zuki) of a real and a virtual opponent. Experienced karate athletes wore a head-mounted display and were asked to respond quickly and efficiently to 22 karate attacks, of which eight were Kizami Zuki’s attacks. Using a video-based movement assessment, karate experts quantified the response behavior with the parameters ‘time for response’, ‘response quality’ and ‘kind of response’. Results show no significant differences in ‘time for response’ and ‘kind of response’ between both conditions (virtual reality vs. real world). Only the ‘response quality’ was rated better in real world than in virtual reality. It is concluded that the ‘time of response’ and ‘kind of response’ for karate kumite athletes in virtual reality are similar to that in the real world.

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Section: Discussionmentioning

confidence: 60%

Comparison of response behavior in karate kumite between real world and virtual reality

et al. 2022

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“…We acknowledge that the novel nature of VR can result in the “novelty effect” [ 32 ], which could account for some of the findings. In addition, further research and comparative studies should be conducted to explore the sustained adoption and knowledge retention of such novel approaches.…”

Section: Discussionmentioning

confidence: 99%

Designing Virtual Reality–Based Conversational Agents to Train Clinicians in Verbal De-escalation Skills: Exploratory Usability Study

Moore¹,

Ahmadpour²,

Brown³

et al. 2022

JMIR Serious Games

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Background Violence and aggression are significant workplace challenges faced by clinicians worldwide. Traditional methods of training consist of “on-the-job learning” and role-play simulations. Although both approaches can result in improved skill levels, they are not without limitation. Interactive simulations using virtual reality (VR) can complement traditional training processes as a cost-effective, engaging, easily accessible, and flexible training tool. Objective In this exploratory study, we aimed to determine the feasibility of and barriers to verbal engagement with a virtual agent in the context of the Code Black VR application. Code Black VR is a new interactive VR-based verbal de-escalation trainer that we developed based on the Clinical Training Through VR Design Framework. Methods In total, 28 participants with varying clinical expertise from 4 local hospitals enrolled in the Western Sydney Local Health District Clinical Initiative Nurse program and Transition to Emergency Nursing Programs and participated in 1 of 5 workshops. They completed multiple playthroughs of the Code Black VR verbal de-escalation trainer application and verbally interacted with a virtual agent. We documented observations and poststudy reflection notes. After the playthroughs, the users completed the System Usability Scale and provided written comments on their experience. A thematic analysis was conducted on the results. Data were also obtained through the application itself, which also recorded the total interactions and successfully completed interactions. Results The Code Black VR verbal de-escalation training application was well received. The findings reinforced the factors in the existing design framework and identified 3 new factors—motion sickness, perceived value, and privacy—to be considered for future application development. Conclusions Verbal interaction with a virtual agent is feasible for training staff in verbal de-escalation skills. It is an effective medium to supplement clinician training in verbal de-escalation skills. We provide broader design considerations to guide further developments in this area.

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“…Many factors, including the quality of the animation in XR, the additional physical stimuli, and visually induced motion sickness, are considered to affect the training effectiveness through attractiveness, motivation, or goal-oriented training procedures. Checa et al [ 29 ] found that immersive VR environments could enhance autonomous learning compared with a conventional lecture or the same serious game on a desktop computer and that novelty might play a role in the improved training effectiveness. In a study comparing the effects of tablet-based and VR-based serious gaming modules for basic life support training on learning outcomes, Aksoy et al [ 21 ] found that motivation by VR contributed to enhanced learning outcome [ 21 ].…”

Section: Discussionmentioning

confidence: 99%

A Novel Scenario-Based, Mixed-Reality Platform for Training Nontechnical Skills of Battlefield First Aid: Prospective Interventional Study

Zhong

Jia

et al. 2022

JMIR Serious Games

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Background Although battlefield first aid (BFA) training shares many common features with civilian training, such as the need to address technical skills and nontechnical skills (NTSs), it is more highly scenario-dependent. Studies into extended reality show clear benefits in medical training; however, the training effects of extended reality on NTSs, including teamwork and decision-making in BFA, have not been fully proven. Objective The current study aimed to create and test a scenario-based, mixed-reality platform suitable for training NTSs in BFA. Methods First, using next-generation modeling technology and an animation synchronization system, a 10-person offensive battle drill was established. Decision-making training software addressing basic principles of tactical combat casualty care was constructed and integrated into the scenarios with Unreal Engine 4 (Epic Games). Large-space teamwork and virtual interaction systems that made sense in the proposed platform were developed. Unreal Engine 4 and software engineering technology were used to combine modules to establish a mixed-reality BFA training platform. A total of 20 Grade 4 medical students were recruited to accept BFA training with the platform. Pretraining and posttraining tests were carried out in 2 forms to evaluate the training effectiveness: one was knowledge acquisition regarding the NTS and the other was a real-world, scenario-based test. In addition, the students were asked to rate their agreement with a series of survey items on a 5-point Likert scale. Results A battlefield geographic environment, tactical scenarios, scenario-based decision software, large-space teamwork, and virtual interaction system modules were successfully developed and combined to establish the mixed-reality training platform for BFA. The posttraining score of the students’ knowledge acquisition was significantly higher than that of pretraining (t=−12.114; P≤.001). Furthermore, the NTS score and the total score that the students obtained in the real-world test were significantly higher than those before training (t=−17.756 and t=−21.354, respectively; P≤.001). However, there was no significant difference between the scores of technical skills that the students obtained before and after training. A posttraining survey revealed that the students found the platform helpful in improving NTSs for BFA, and they were confident in applying BFA skills after training. However, most trainees thought that the platform was not helpful for improving the technical skills of BFA, and 45% (9/20) of the trainees were not satisfied with the simulation effect. Conclusions A scenario-based, mixed-reality platform was constructed in this study. In this platform, interaction of the movement of multiple players in a large space and the interaction of decision-making by the trainees between the real world and the virtual world were accomplished. The platform could improve the NTSs of BFA. Future works, including improvement of the simulation effects and development of a training platform that could effectively improve both the technical skills and NTSs of BFA, will be carried out.

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Immersive virtual-reality computer-assembly serious game to enhance autonomous learning

Cited by 56 publications

References 42 publications

Comparison of response behavior in karate kumite between real world and virtual reality

Comparison of response behavior in karate kumite between real world and virtual reality

Designing Virtual Reality–Based Conversational Agents to Train Clinicians in Verbal De-escalation Skills: Exploratory Usability Study

A Novel Scenario-Based, Mixed-Reality Platform for Training Nontechnical Skills of Battlefield First Aid: Prospective Interventional Study

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