When simulated environments make the difference: the effectiveness of different types of training of car service procedures

Abstract

An empirical analysis was performed to compare the effectiveness of different approaches to training a set of procedural skills to a sample of novice trainees. Sixty-five participants were randomly assigned to one of the following three training groups: i) learning-by-doing in a 3D desktop virtual environment, ii) learning-by-observing a video (show-and-tell) explanation of the procedures, and iii) trial-and-error. In each group participants were trained on two car service procedures. Participants were recalled to perform a procedure either two or four weeks after the training. The results showed that: i) participants trained through the virtual approach of learning-by-doing performed both procedures significantly better (i.e., p <.05 in terms of errors and time) than people of non-virtual groups. ii) The virtual training group, after a period of non-use, were more effective than non-virtual training (i.e., p <.05) in their ability to recover their skills. iii) After a (simulated) long period from the training -i.e., up to 12 weeks -people who experienced 3D environments consistently performed better than people who received other kinds of training. The results also suggested that independently from the training group, trainees' visuospatial abilities were a predictor of performance, at least for the complex service procedure, Adj R 2 = .460, and that post-training performances of people trained through virtual learning-by-doing are not affected by learning styles. Finally, a strong relationship (p<..001 R 2 =.441) was identified between usability and trust in the use of the virtual training tooli.e., the more the system was perceived as usable, the more it was perceived as trustable to acquire the competences.

Design and emotional responses: is there coherence between what is said and what is felt? A study using biofeedback and virtual reality

“…The reasons for choosing two computational systems with different characteristics (entertainment and training) were because: a) This type of media has complex emotional stimuli (Järvelä et al 2015); b) the importance of investigations into emotion and affectivity in the use of computational systems and VR has been increasing (Hassenzahl and Tractinsky 2006;Kaza et al 2016;Kumar and Kumar 2016); c) there are potential advantages to using psychophysiology techniques to investigate the emotional responses of users while they play computer games (Calvo and D'Mello 2010;Yannakakis et al 2016); and d) they have been used in professional training experiments (Borsci et al 2016;Calandra et al 2023).…”

Digital Factory and Virtual Reality: Teaching Virtual Reality Principles with Game Engines

“…Study [14] is another interesting study. Participants were divided into three groups, and they were trained in a car service task.…”

“…Many articles have been written on the topic of cyber sickness and virtual reality. For example, AR can cause cyber sickness symptoms if users move their head faster than the model registration can be made: study [14] suggests a minimum 1 kHz frame rate for an object that is revolving at 1 revolution per second. This latency has been found to be a problem with AR devices in other studies, such as [15].…”