Virtual reality for training: evaluating knowledge retention

Hall, Craig; Stiles, Randy; Horwitz, Carol D.

doi:10.1109/vrais.1998.658488

Cited by 16 publications

(12 citation statements)

References 4 publications

(3 reference statements)

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“…We found no evidence that an increase in practice trials increased skill retention as observed for the PE participants who showed greater skill decay after two weeks. This finding is similar to Hall et al [17]. We attribute this skill decay to the plateauing effect and its associated overlearning effect for the PE participants as discussed before [2].…”

Section: Training and Learning Curvessupporting

confidence: 91%

“…They define overlearning as a learning saturation point when any additional learning causes a drop in performance or skills decay. Hall et al [17] found in their study that extended practice time did not increase skill retention. Based on these results, overlearning and skill decay should be evident in both physical and virtual testing.…”

Section: Learning Transfermentioning

confidence: 85%

“…Adams et al [9] performed a study where a Lego biplane model was constructed to investigate learning transfer from a virtual environment with the use of haptic force-feedback and concluded that haptic feedback was necessary for more efficient learning transfer. Hall and Horwitz [22] in a follow-up study from an initial study in 1998 investigated procedural knowledge retention after a period of time when learning took place in a virtual environment compared to a conventional 2D computer environment and reported no significant differences between the groups. Rodriguez et al examined learning transfer of procedural tasks within a multi-modal virtual environment by building a model lego plane [23] while Gerbaud et al created an entire software platform for teaching procedural tasks using VR [24].…”

Section: Learning Transfer In a Virtual Environmentmentioning

confidence: 99%

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Virtual Training: Learning Transfer of Assembly Tasks

Carlson

Peters

Gilbert

et al. 2015

IEEE Trans. Visual. Comput. Graphics

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In training assembly workers in a factory, there are often barriers such as cost and lost productivity due to shutdown. The use of virtual reality (VR) training has the potential to reduce these costs. This research compares virtual bimanual haptic training versus traditional physical training and the effectiveness for learning transfer. In a mixed experimental design, participants were assigned to either virtual or physical training and trained by assembling a wooden burr puzzle as many times as possible during a twenty minute time period.After training, participants were tested using the physical puzzle and were retested again after two weeks. All participants were trained using brightly colored puzzle pieces. To examine the effect of color, testing involved the assembly of colored physical parts and natural wood colored physical pieces. Spatial ability as measured using a mental rotation test, was shown to correlate with the number of assemblies they were able to complete in the training. While physical training outperformed virtual training, after two weeks the virtually trained participants actually improved their test assembly times. The results suggest that the color of the puzzle pieces helped the virtually trained participants in remembering the assembly process. Disciplines Computer-Aided Engineering and Design | Graphics and Human Computer Interfaces | Other Mechanical EngineeringComments This is a manuscript of an article from IEEE Transactions on Visualization and Computer Graphics (2014) Abstract-In training assembly workers in a factory, there are often barriers such as cost and lost productivity due to shutdown. The use of virtual reality (VR) training has the potential to reduce these costs. This research compares virtual bimanual haptic training versus traditional physical training and the effectiveness for learning transfer. In a mixed experimental design, participants were assigned to either virtual or physical training and trained by assembling a wooden burr puzzle as many times as possible during a twenty minute time period. After training, participants were tested using the physical puzzle and were retested again after two weeks. All participants were trained using brightly colored puzzle pieces. To examine the effect of color, testing involved the assembly of colored physical parts and natural wood colored physical pieces. Spatial ability as measured using a mental rotation test, was shown to correlate with the number of assemblies they were able to complete in the training. While physical training outperformed virtual training, after two weeks the virtually trained participants actually improved their test assembly times. The results suggest that the color of the puzzle pieces helped the virtually trained participants in remembering the assembly process.

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Section: Training and Learning Curvessupporting

confidence: 91%

Section: Learning Transfermentioning

confidence: 85%

Section: Learning Transfer In a Virtual Environmentmentioning

confidence: 99%

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Virtual Training: Learning Transfer of Assembly Tasks

Carlson

Peters

Gilbert

et al. 2015

IEEE Trans. Visual. Comput. Graphics

View full text Add to dashboard Cite

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“…The first one is the measurement of trainees' ability to recall the acquired skills and actions for a correct performance, such as, the economy of movements, and the accuracy of posture and actions measured in terms of time and accuracy within the training sessions [33,43,62,63]. The second criterion is the skill-decay [64][65][66][67]. This variable can be measured as the latency of time in recall of the trained skill after a period of non-use.…”

Section: Performance Criteriamentioning

confidence: 99%

“…Usually this criterion is applied as a post-training measure of effectiveness, when operators perform in real world the learned procedure after a long period from the training experience. However the trainees' levels of skill decay can be also measured after different iterations of training to assess the efficacy of VR/MR tool of minimizing the loss of trained skills [66].…”

Section: Performance Criteriamentioning

confidence: 99%

Empirical evidence, evaluation criteria and challenges for the effectiveness of virtual and mixed reality tools for training operators of car service maintenance

Borsci

Lawson

Broome

2015

Computers in Industry

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A note on versions:The version presented here may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher's version. Please see the repository url above for details on accessing the published version and note that access may require a subscription. AbstractThe debate on effectiveness of virtual and mixed reality (VR/MR) tools for training professionals and operators is long-running with prominent contributions arguing that there are several shortfalls of experimental approaches and assessment criteria reported within the literature. In the automotive context, although car-makers were pioneers in the use of VR/MR tools for supporting designers, researchers started only recently to explore the effectiveness of VR/MR systems as mean for driving external operators of service centres to acquire the procedural skills necessary for car maintenance processes. In fact, from 463 journal articles on VR/MR tools for training published in the last thirty years, we identified only eight articles in which researchers experimentally tested the effectiveness of VR/MR tools for training service operators' skills. To survey the current findings and the deficiencies of these eight studies, we use two main drivers: i) a well-known framework of organizational training programmes, and ii) a list of eleven evaluation criteria widely applied by researchers of different fields for assessing the effectiveness of training carried out with VR/MR systems. The analysis that we present allows us to: i) identify a trend among automotive researchers of focusing their analysis only on car service operators' performance in terms of time and errors, by leaving unexplored important pre-and post-training aspects that could affect the effectiveness of VR/MR tools to deliver training contents -e.g., people skills, previous experience, cibersickness, presence and engagement, usability and satisfaction and ii) outline the future challenges for designing and assessing VR/MR tools for training car service operators.

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Effects of interface on procedural skill transfer in virtual training: Lifeboat launching operation study

Jung

Ahn

2018

Computer Animation & Virtual

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A comparative study assessing the effect of interface type on procedural skill transfer during virtual training is presented. The aim of this research is to evaluate the transferability of two aspects of procedural skills, that is, procedural knowledge and technical skills. We established one group with a lecture and three virtual training groups with a combination of output and input devices: a monitor and keyboard/mouse, a head-mounted display (HMD) and joypad, and an HMD and wearable sensors. The task for assessment was a lifeboat launching operation that requires a participant to memorize a 10-step procedure utilizing 14 different pieces of equipment that should be manipulated in each step. Before and after training, we evaluated the participants' procedural knowledge and technical skill on a real lifeboat. The monitor and keyboard/mouse group showed the best performance in a procedural knowledge assessment that addressed visually induced recollections from the real lifeboat. Alternatively, in the assessment of technical skills that determined manipulation ability that requires word-based mnemonics, the HMD and wearable sensors group outperformed the other groups. Moreover, the results showed that the virtual training was a more efficient training format for short-term training than a lecture due to the freedom of observation viewpoint, despite simulator sickness.

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Virtual reality for training: evaluating knowledge retention

Cited by 16 publications

References 4 publications

Virtual Training: Learning Transfer of Assembly Tasks

Virtual Training: Learning Transfer of Assembly Tasks

Empirical evidence, evaluation criteria and challenges for the effectiveness of virtual and mixed reality tools for training operators of car service maintenance

Effects of interface on procedural skill transfer in virtual training: Lifeboat launching operation study

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