Abstract
Virtual field trip is a way of providing users with some knowledge and exposure of a facility without requiring them to physically visit the location. Due to the high computational costs that are necessary to produce virtual environments (VEs), the potential for photorealism is sacrificed. Often these three-dimensional (3D) modeled applications use an unrealistic VE and, therefore, do not provide a full depiction of real-world environments. Panoramas can be used to showcase complex scenarios that are difficult to model and are computationally expensive to view in virtual reality (VR). Utilizing 360° panoramas can provide a low-cost and quick-to-capture alternative with photorealistic representations of the actual environment. The advantages of photorealism over 3D models for training and education are not clearly defined. This paper initially summarizes the development of a VR training application and initial pilot study. Quantitative and qualitative study then was conducted to compare the effectiveness of a 360° panorama VR training application and a 3D modeled one. Switching to a mobile VR headset saves money, increases mobility, decreases set-up and breakdown time, and has less spatial requirements. Testing results of the 3D modeled VE group had an average normalized gain of 0.03 and the 360° panorama group, 0.43. Although the 3D modeled group had slightly higher realism according to the presence questionnaire and had slightly higher averages in the comparative analysis questionnaire, the 360° panorama application has shown to be the most effective for training and the quickest to develop.
Highlights
Virtual reality (VR) training provides a portable solution for learning and refinement of skills that reduces costs associated with bringing in specialized educators and travel time as well as risk to the student
Twenty-one experimental studies involving VR training since 2013 were analyzed and found that head-mounted devices (HMD) s are useful for skills acquisition, such as cognitive skills related to remembering and understanding spatial and visual information and knowledge; psychomotor skills related to head movement, such as visual scanning or observational
The application consists of several interactive educational areas intended to give students a brief overview of the solar resource, PV chemistry, direct current (DC)-to-alternating current (AC) inverters, various PV technologies, measurement devices, and the power and distribution network at the PART Lab
Summary
Virtual reality (VR) training provides a portable solution for learning and refinement of skills that reduces costs associated with bringing in specialized educators and travel time as well as risk to the student. As the decay of a skill depends greatly on the degree to which the skill was learned, the higher the acquisition environment (e.g., immersive training), the longer the retention (Loftus 1985). This approach can increase the skilled workforce while decreasing training costs and safety concerns. On-the-job training is not practical with high cost and safety concerns in many on-site work situations that have a high focus on productivity. Virtual reality training facilitates experiential learning, which is referred to as learning through action, learning by doing, learning through
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