Training in VR: A Preliminary Study on Learning Assembly/Disassembly Sequences

Sportillo, Daniele; Avveduto, Giovanni; Tecchia, Franco; Carrozzino, Marcello

doi:10.1007/978-3-319-22888-4_24

Cited by 19 publications

(12 citation statements)

References 9 publications

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“…Because they did not study skills transfer to a real world visual scanning task, but rather measured performance in the most realistic virtual simulation, it cannot be ruled out that the training simply made the study participants better at 'playing' the simulation. Something similar was seen in Sportillo et al (2015), where the researchers found that study participants wearing HMDs indeed got better at a virtual assembly task, but that this improvement did not translate into better performance on equivalent real world assembly task.…”

Section: Psychomotor Skills Acquisitionsupporting

confidence: 53%

“…Of the 21 studies 11 measured learning outcomes for study participants using HMDs (Alhalabi, 2016;Gutiérrez-Maldonado et al, 2015;Huang, Churches, & Reilly, 2015;Kahlert, van de Camp, & Stiefelhagen, 2015;Moesgaard et al, 2015;Nomoto et al, 2016;Polcar & Horejsi, 2015;Ragan et al, 2015;Rasheed, Onkar, & Narula, 2015;Ray & Deb, 2016;Sportillo, Avveduto, Tecchia, & Carrozzino, 2015). Learning outcomes are often divided into three domains, namely the cognitive, affective and psychomotor domains (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956).…”

Section: Selection Processmentioning

confidence: 99%

“…For HMDs the quality of simulator fidelity depends on the peripheral devices that enable kinaesthetic input and haptic output in relation to bodily movements. Of the five studies that dealt with psychomotor skills acquisition, three used a form of hand tracking (Kahlert et al, 2015;Nomoto et al, 2016;Sportillo et al, 2015), one used a pointing device (Ragan et al, 2015), and one used a traditional gaming joystick (Huang et al, 2015). Of these the hand tracking is the most immersive, i.e.…”

Section: Psychomotor Skills Acquisitionmentioning

confidence: 99%

“…The studies examining psychomotor skills acquisition all found that repeatedly using a training simulator made the study participants better at doing well in the simulator. Only two studies examined training transfer (Kahlert et al, 2015;Sportillo et al, 2015), and although one of these found no transfer, it was shown that transfer is possible and that successful psychomotor skills transfer depends less on the HMD and more on the quality and realism of a peripheral haptic/tactile device. In training simulators that do not include HMDs, such as many surgery simulators, research has shown significant levels of skills transfer between the simulator and the real world task (Dawe et al, 2014).…”

Section: Using Hmds For Psychomotor Skills Acquisitionmentioning

confidence: 99%

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A review of the use of virtual reality head-mounted displays in education and training

2017

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In the light of substantial improvements to the quality and availability of virtual reality (VR) hardware seen since 2013, this review seeks to update our knowledge about the use of head-mounted displays (HMDs) in education and training. Following a comprehensive search 21 documents reporting on experimental studies were identified, quality assessed, and analysed. The quality assessment shows that the study quality was below average according to the Medical Education Research Study Quality Instrument, especially for the studies that were designed as user evaluations of educational VR products. The review identified a number of situations where HMDs are useful for skills acquisition. These include cognitive skills related to remembering and understanding spatial and visual information and knowledge; psychomotor skills related to head-movement, such as visual scanning or observational skills; and affective skills related to controlling your emotional response to stressful or difficult situations. Outside of these situations the HMDs had no advantage when compared to less immersive technologies or traditional instruction and in some cases even proved counterproductive because of widespread cybersickness, technological challenges, or because the immersive experience distracted from the learning task.

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Section: Psychomotor Skills Acquisitionsupporting

confidence: 53%

Section: Selection Processmentioning

confidence: 99%

Section: Psychomotor Skills Acquisitionmentioning

confidence: 99%

Section: Using Hmds For Psychomotor Skills Acquisitionmentioning

confidence: 99%

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A review of the use of virtual reality head-mounted displays in education and training

2017

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“…This is also enhanced by the possibility of mixed reality where a participant in a VR can see their own hands incorporated into the virtual environment (Tecchia et al, 2014;Sportillo et al, 2015). 100 Immersive VR is also being used for automobile testing.…”

Section: Industrial Applications and Designmentioning

confidence: 99%

Enhancing Our Lives with Immersive Virtual Reality

2016

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SUMMARYVirtual reality (VR) started about 50 years ago in a form we would recognize today [stereo head-mounted display (HMD), head tracking, computer graphics generated images] -although the hardware was completely different. In the 1980s and 1990s, VR emerged again based on a different generation of hardware (e.g., CRT displays rather than vector refresh, electromagnetic tracking instead of mechanical). This reached the attention of the public, and VR was hailed by many engineers, scientists, celebrities, and business people as the beginning of a new era, when VR would soon change the world for the better. Then, VR disappeared from public view and was rumored to be "dead. " In the intervening 25 years a huge amount of research has nevertheless been carried out across a vast range of applications -from medicine to business, from psychotherapy to industry, from sports to travel. Scientists, engineers, and people working in industry carried on with their research and applications using and exploring different forms of VR, not knowing that actually the topic had already passed away.The purpose of this article is to survey a range of VR applications where there is some evidence for, or at least debate about, its utility, mainly based on publications in peer-reviewed journals. Of course not every type of application has been covered, nor every scientific paper (about 186,000 papers in Google Scholar): in particular, in this review we have not covered applications in psychological or medical rehabilitation. The objective is that the reader becomes aware of what has been accomplished in VR, where the evidence is weaker or stronger, and what can be done. We start in Section 1 with an outline of what VR is and the major conceptual framework used to understand what happens when people experience it -the concept of "presence. " In Section 2, we review some areas where VR has been used in science -mostly psychology and neuroscience, the area of scientific visualization, and some remarks about its use in education and surgical training. In Section 3, we discuss how VR has been used in sports and exercise. In Section 4, we survey applications in social psychology and related areas -how VR has been used to throw light on some social phenomena, and how it can be used to tackle experimentally areas that cannot be studied experimentally in real life. We conclude with how it has been used in the preservation of and access to cultural heritage. In Section 5, we present the domain of moral behavior, including an example of how it might be used to train professionals such as medical doctors when confronting serious dilemmas with patients. In Section 6, we consider how VR has been and might be used in various aspects of travel, collaboration, and industry. In Section 7, we consider mainly the use of VR in news presentation and also discuss different types of VR. In the concluding Section 8, we briefly consider new ideas that have recently emerged -an impossible task since during the short time we have written this page even newer idea...

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Training simulators for manufacturing processes: Literature review and systematisation of applicability factors

Knoke

Thoben

2021

Comp Applic In Engineering

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Training simulators are fundamental for training in areas, such as aviation, medicine, and the military. While new applications emerge in conjunction with the development of human–machine interface (HMI) technologies, only a few applications for manufacturing processes are used in industrial practice. This study provides a literature review on simulation‐based training in manufacturing processes and applies the definitions of DIN 8580:2003 to structure the research. The identified applications are further analysed regarding their HMI design and the process‐related benefits and limitations that were described within the publications. Although 202 applications were found, most focus on a small number of processes, and the others rarely mature past the prototype stage. The distribution implies that certain process‐specific factors impact the applicability of simulation‐based training in manufacturing processes. In this context, applicability factors are defined as characteristics of the original training process that affect the training adversely and that can be avoided or reduced in a training simulation. A systematisation of these applicability factors is developed as a step towards a process analysis methodology.

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Training in VR: A Preliminary Study on Learning Assembly/Disassembly Sequences

Cited by 19 publications

References 9 publications

A review of the use of virtual reality head-mounted displays in education and training

A review of the use of virtual reality head-mounted displays in education and training

Enhancing Our Lives with Immersive Virtual Reality

Training simulators for manufacturing processes: Literature review and systematisation of applicability factors

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