VR Training Environment for Electrical Vehicle Assembly Training in EEC

Boonmee, Prawit; Jantarakongkul, Benchaporn; Jitngernmadan, Prajaks

doi:10.1109/incit50588.2020.9310947

Cited by 8 publications

(4 citation statements)

References 5 publications

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“…Grounded coding revealed learning approaches as the trend emerging, having multi directions with 17 axial codes, see Figure 9. The studies reflected the affordances of using Although not prevalent among the studies, the use of VR and AR (Boonmee et al, 2020) was noted to deliver training solutions effectively and efficiently. While immersive technologies have been used for many years (e.g.…”

Section: Learning Approachesmentioning

confidence: 99%

“…Although thought of by many as a linear and somewhat restrictive model, ADDIE has experienced many iterations since its inception, and of the 100+ ID models used today, almost all reflect the basic ADDIE process. Over time, the ADDIE model has also concomitantly connected with technological advancements in training programs, allowing for constant assessment and problem-solving during the process (Boonmee et al , 2020). It has evolved into a five-phase, interactive and dynamic, cyclical framework used to guide the processes of designing and developing training and education solutions while accommodating the latest technological innovations in instructional technology.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This includes the use of programs to supplement learning as they are used between other learning activities. To create an enhanced experience for learners, others (Boonmee et al , 2020) may utilize XR technologies, such as headsets for augmented reality (AR) where the user can see the real world with an artificial overlay to augment what they can see, virtual reality (VR) to provide a completely artificial/virtual view to support learning, or mixed reality as participants can interact with the augmented or VR in a physical way (Crompton et al , 2020). Technology can also be used to evaluate the significance of training.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Findings indicated an array of learning approaches, including blended learning, collaborative learning, communities of practice, immersive learning environments and mobile learning. Although not prevalent among the studies, the use of VR and AR (Boonmee et al , 2020) was noted to deliver training solutions effectively and efficiently. While immersive technologies have been used for many years (e.g.…”

Section: Question 4 How Did the Use Of Technology Benefit The Develop...mentioning

confidence: 99%

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Examining technology use within the ADDIE framework to develop professional training

Crompton,

Jones,

Sendi

et al. 2023

EJTD

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Purpose The purpose of this study is to determine what technological strategies were used within each of the phases of the ADDIE framework when developing content for professional training. The study also examined the affordances of those technologies in training. Design/methodology/approach A PRISMA systematic review methodology (Moher et al., 2015) was utilized to answer the four questions guiding this study. Specifically, the PRISMA extension Preferred Reporting Items for Systematic Reviews and Meta-Analysis for Protocols (PRISMA-P, Moher et al., 2015) was used to direct each stage of the research, from the literature review to the conclusion. In addition, the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA principles; Liberati et al., 2009) are used to guide the article selection process. Findings The findings reveal that the majority of the studies were in healthcare (36%) and education (24%) and used an online format (65%). There was a wide distribution of ADDIE used with technology across the globe. The coding for the benefits of technology use in the development of the training solution revealed four trends: 1) usability, 2) learning approaches, 3) learner experience and 4) financial. Research limitations/implications This systematic review only examined articles published in English, which may bias the findings to a Western understanding of how technology is used within the ADDIE framework. Furthermore, the study examined only peer-review academic articles from scholarly journals and conferences. While this provided a high level of assurance about the quality of the studies, it does not include other reports directly from training providers and other organizations. Practical implications These findings can be used as a springboard for training providers, scholars, funders and practitioners, providing rigorous insight into how technology has been used within the ADDIE framework, the types of technology, and the benefits of using technology. This insight can be used when designing future training solutions with a better understanding of how technology can support learning. Social implications This study provides insight into the uses of technology in training. Many of these findings and uses of technology within ADDIE can also transfer to other aspects of society. Originality/value This study is unique in that it provides the scholarly community with the first systematic review to examine what technological strategies were used within each of the phases of the ADDIE structure and how these technologies provided benefits to developing a training solution.

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Section: Learning Approachesmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%