Abstract
One of the more debated issues regarding training simulators is their validity for transfer of skills to sensory environments that differ from the simulator. In two experiments, the advantages of three-dimensional (3D) and collocated (Col) visual displays were evaluated in a realistic and complex visuomotor task. The two factors were evaluated independently, comparing Col-2D with dislocated-2D (experiment 1) and with Col-3D (experiment 2). As expected, in both cases the more immersive presentation condition facilitated better performance. Furthermore, improvement following training in the more immersive condition carried over to the following less immersive condition but there was no carry over in the opposing order of presentation. This is taken as an indication for the differential development of skills conditioned by the level of immersiveness of the training environment. This further suggests that learning of complex realistic tasks is not carried over from less immersive simulator to the complex sensory environment of reality, due to the large gap in sensory patterns.
Highlights
Virtual environments of various levels of immersiveness are widely used for training
Across the three experiments considered here, only one correlation was found to be negative, that is, for only one participant, we found an indication for speed-accuracy trade off and only in one block of trials
The novel results of this study suggest transferability from any higher immersive environments to lower immersive environments, not necessarily only from a stereoscopic collocated environment
Summary
Virtual environments of various levels of immersiveness are widely used for training. One of the more debated issues regarding training simulators is their validity for transfer of skills to sensory environments that differ from the simulator. The question of validity is composed of two underlying questions: what is the quality of learning using training simulators, and what is the quality of transfer of manual skills from a training simulator to real life tasks. The second is especially crucial: it is the newly acquired skills exported to new, less or more immersive sensory environments? For instance does training on surgical incisions in “Flatandia” type of world [1], a two-dimensional screen without touch, carry over to space-land (ibid), a 3-dimensional virtual world with haptics? An additional level of learning and transfer difficulty is added when haptics is dislocated from the visual cues. If playing virtual tennis, you feel the ball hitting your arm, but see the hit on your iphone
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