Training transfer validity of virtual reality simulator assessment

Abstract

This study utilises computer-based simulations to explore the transfer effects of competency training in maritime education, addressing the current lack of research on their transferability to real-world scenarios. The research explores the accuracy of procedural knowledge assessment using virtual reality, positing that head-mounted display (HMD) VR offers stronger concurrent validity through training transfer measures than 3D desktop VR. This is evaluated by regression on a training transfer condition. It also investigates motivation's influence on training transfer and the model of this relationship. Fifteen marine engineering students were divided into two experimental groups using 3D desktop VR and HMD VR systems, with eight experts in the control group. The students had previously received traditional lecture-based instruction and were given practical training using a 2D desktop simulator in the same scenario as in the VR treatment and in the training transfer condition. The ANCOVA design experiment involved two levels of technical immersion before the operation of real-life equipment. Neither technical immersion nor expertise level as independent variables were found to have a significant effect in the relationship of the assessment predicting the training transfer. The direct relationship was significant (R 2 adj =.436) and further analysed with the influence of motivation, resulting in a moderation model with a decent effect size (R 2 =.740). We can infer on these findings that both types of VR simulation used for assessment demonstrate concurrent validity in predicting real-life performance, however, we found no support for one over the other.