The Relationship between Presence and Performance in Virtual Simulation Training

Stevens, Jonathan; Kincaid, J. Peter

doi:10.4236/ojmsi.2015.32005

Cited by 107 publications

(86 citation statements)

References 24 publications

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“…While other studies have identified potential mechanisms for HMD-VR transfer by examining existing literature [7], there is inconclusive evidence for why motor skill acquisition in HMD-VR and transfer to other environments may be more effective for some individuals compared to others. The two presence themes identified support previous findings that levels of presence relate to motor performance in an HMD-VR enviorment [46] and extend these findings to the transfer of motor skill acquisition. Additionally, previous experience with the training device, which is HMD-VR in the present case, support findings that the transfer of spatial knowledge is influenced by previous experience with the environment [31].…”

Section: Discussionsupporting

confidence: 84%

Transfer of motor skill between virtual reality viewed using a head-mounted display and conventional screen environments

Juliano

Liew

2020

J NeuroEngineering Rehabil

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Background: Virtual reality viewed using a head-mounted display (HMD-VR) has the potential to be a useful tool for motor learning and rehabilitation. However, when developing tools for these purposes, it is important to design applications that will effectively transfer to the real world. Therefore, it is essential to understand whether motor skills transfer between HMD-VR and conventional screen-based environments and what factors predict transfer. Methods: We randomized 70 healthy participants into two groups. Both groups trained on a well-established measure of motor skill acquisition, the Sequential Visual Isometric Pinch Task (SVIPT), either in HMD-VR or in a conventional environment (i.e., computer screen). We then tested whether the motor skills transferred from HMD-VR to the computer screen, and vice versa. After the completion of the experiment, participants responded to questions relating to their presence in their respective training environment, age, gender, video game use, and previous HMD-VR experience. Using multivariate and univariate linear regression, we then examined whether any personal factors from the questionnaires predicted individual differences in motor skill transfer between environments. Results: Our results suggest that motor skill acquisition of this task occurs at the same rate in both HMD-VR and conventional screen environments. However, the motor skills acquired in HMD-VR did not transfer to the screen environment. While this decrease in motor skill performance when moving to the screen environment was not significantly predicted by self-reported factors, there were trends for correlations with presence and previous HMD-VR experience. Conversely, motor skills acquired in a conventional screen environment not only transferred but improved in HMD-VR, and this increase in motor skill performance could be predicted by self-reported factors of presence, gender, age and video game use.

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Section: Discussionsupporting

confidence: 84%

Transfer of motor skill between virtual reality viewed using a head-mounted display and conventional screen environments

Juliano

Liew

2020

J NeuroEngineering Rehabil

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“…These three studies taken together (Butavicius, Vozzo, Braithwaite, & Galanis, 2012;Seymour, et al, 2002;Stevens & Kincaid, 2015) suggest that at worst, VR training should match the performance that traditional training methods generate, which is in line with the findings of our current study, where we noted no performance differences between the two graphics conditions. This result is promising when validating VR as an alternative to traditional simulator training.…”

Section: Stevens and Kincaidsupporting

confidence: 91%

Exploring Virtual Reality Flight Training as a Viable Alternative to Traditional Simulator Flight Training

Lawrynczyk¹

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Upwards of 60% of preventable aviation accidents are due to human error, suggesting that sufficient training is vital for improved flight safety. The objective of the present work was to inform the use of virtual reality technology as a flight simulation method that supports training of high-risk scenarios and has major cost saving potential compared to traditional flight simulators.Participants flew three predefined circuits in a traditional flight simulator graphics condition (Broad Angle Display System, (BADS)), and conducted the same flight path and tasks using a VR graphics environment. The exploratory hypotheses in this research are that there would be no differences in the user experience, cognitive workload, and performance, between the two graphics conditions. User experience was gathered by a questionnaire probing motion sickness and other VR usability metrics. Cognitive load was gathered from a subjective rating in a questionnaire, derived from peripheral detection task, and by continuously measuring participant's physiological indices, including heart rate and galvanic skin response. Performance was obtained from flight path and airspeed deviations, and from flying precision. USER EXPERIENCE.There were no differences in physiological symptoms (i.e., queasiness, dizziness, or disorientation) after the first flying condition, however queasiness ratings appeared greater for participants who flew in the VR graphics condition on second exposure. COGNITIVE LOAD. The average subjective mental workload rating, heart rate, and galvanic skin response were statistically higher in the VR graphics condition than in the BADS. The remaining cognitive load metrics did not have any significant differences between the two graphics conditions. PERFORMANCE. The average airspeed root-meansquared error (RMSE) was statistically greater (worse) in the BADS graphics condition than in the VR. There were no differences in the altitude or heading RMSE, or flying precision between the two graphics conditions. The groups experiencing queasiness and dizziness symptoms in VR on first exposure both had a greater heading RMSE in VR. There were no significant effects from queasiness, dizziness, or disorientation on performance measures in the BADS group.

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“…Numerous studies have found that presence is positively related to performance in normal young individuals. In younger adults, larger presence has been associated with better sustained attention (Witmer & Singer, 1998), psychomotor performance (Stevens & Kincaid, 2015;Witmer & Singer, 1994), and spatial memory (Bailey & Witmer, 1994). It was also found that VR conditions that reduce presence, for instance those with limited user-environment interactions or which rely on less natural environments, also have deleterious effects on performance (for a review, see Nash, Edwards, Thompson, & Barfield, 2000).…”

mentioning

confidence: 99%

Use of immersive virtual reality to assess episodic memory: A validation study in older adults

Lecavalier

Ouellet

Boller

et al. 2018

Neuropsychological Rehabilitation

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The Relationship between Presence and Performance in Virtual Simulation Training

Cited by 107 publications

References 24 publications

Transfer of motor skill between virtual reality viewed using a head-mounted display and conventional screen environments

Transfer of motor skill between virtual reality viewed using a head-mounted display and conventional screen environments

Exploring Virtual Reality Flight Training as a Viable Alternative to Traditional Simulator Flight Training

Use of immersive virtual reality to assess episodic memory: A validation study in older adults

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