Virtual Training Environment Research Articles

Training in virtual environments: putting theory into practice

Virtual training environments are used when training in reality is challenging because of the high costs, danger, time or effort involved. In this paper we argue for a theory-driven development of such environments, with the aim of connecting theory to practice and ensuring that the training provided fits the needs of the trained persons and their organisations. As an example, we describe the development of VirtualPolice (ViPOL), a training environment for police officers in a federal state of Germany. We provided the theoretical foundation for ViPOL concerning the feeling of being present, social context, learning motivation and perspective-taking. We developed a framework to put theory into practice. To evaluate our framework we interviewed the stakeholders of ViPOL and surveyed current challenges and limitations of virtual training. The results led to a review of a theory-into-practice framework which is presented in the conclusion. Practitioner Summary: Feeling of presence, social context, learning motivation and perspective-taking are relevant for training in virtual environments. The theory-into-practice framework presented here supports developers and trainers in implementing virtual training tools. The framework was validated with an interview study of stakeholders of a virtual training project. We identified limitations, opportunities and challenges.

The effects of static and adaptive performance feedback in game-based training

Training in virtual environments (VEs) has the potential to establish mental models and task mastery while providing a safe environment in which to practice. Performance feedback is known to contribute to this learning; however, the most effective ways to provide feedback in VEs have not been established. The present study examined the effects of differing feedback content, focusing on adaptive feedback. Participants learned search procedures during multiple missions in a VE. A control group received only a performance score after each mission. Two groups additionally received either detailed or general feedback after each mission, while two other groups received feedback that adapted based on their performance (either detailed-to-general, or general-to-detailed). Groups that received detailed feedback from the start of training had faster performance improvement than all other groups; however, all feedback groups showed improved performance and by the fourth mission performed at levels above the control group. Results suggest that detailed feedback early in the training cycle is the most beneficial for the fastest learning of new task skills in VEs.

Trends & Controversies

Many applications require knowledge about how to deceive, including those related to safety, security, and warfare. Speech and text analysis can help detect deception, as can cameras, microphones, physiological sensors, and intelligent software. Models of deception and noncooperation can make a virtual or mixed-reality training environment more realistic, improve immersion, and thus make it more suitable for training military or security personnel. Robots might need to operate in physical and nontraining environments where they must perform military activity, including misleading the enemy. The contributions to this installment of Trends a#x0026; Controversies present state-of-the-art research approaches to the analysis and generation of noncooperative and deceptive behavior in virtual humans, agents, and robots; the analysis of multiparty interaction in the context of deceptive behavior; and methods to detect misleading information in texts and computer-mediated communication. Articles include: "Computational Deception and Noncooperation," by Anton Nijholt; "Robots that Need to Mislead: Biologically-Inspired Machine Deception," by Ronald C. Arkin; "Deception in Sports Using Immersive Environments," by Sa#x00E9;bastien Brault, Richard Kulpa, Franck Multon, and Benoit Bideau; "Non-Cooperative and Deceptive Virtual Agents," by David Traum; "Deception Detection in Multiparty Contexts,"by Hayley Hung; "Deception Detection, Human Reasoning, and Deception Intent," by Eugene Santos Jr., Deqing Li, and Fei Yu; and "Automatic Deception Detection in Computer-Mediated Communication," by Lina Zhou and Dongsong Zhang.

Structuring a virtual environment for sport training: A case study on rowing technique

The advancements in technology and the possibility of their integration in the domain of virtual environments allow access to new application domains previously limited to highly expensive setups. This is specifically the case of sport training that can take advantage of the improved quality of measurement systems and computing techniques. Given this the challenge that emerges is related to the way training is performed and how it is possible to evaluate the transfer from the virtual setup to the real case. In this work we discuss the aspect of system architecture for a VE in sport training, taking as a case study a rowing training system. The paper will address in particular the challenges of training technique in rowing.

The Effect of Feedback Specificity in a Virtual Training Environment

Feedback clearly contributes to performance improvement; however, the most effective ways to provide feedback in virtual training environments has not been established. In the present experiment we investigated the effect of feedback specificity. Participants practiced applying search procedures during multiple search missions in a virtual environment. All conditions received a performance score after each mission. The control group received no additional feedback, whereas the detailed group received feedback at the enabling learning objective level, and the general feedback group received feedback at the terminal learning objective level. The detailed group showed the most rapid performance improvement; however, participants in the general group showed equally rapid acquisition if they consulted supplementary materials two or three times. Those who did not performed no better than the control condition. The results suggest that easily accessible detailed feedback produces faster acquisition, compared to when the same information is less easy to access.

Arm Motor Recovery Using a Virtual Reality Intervention in Chronic Stroke

Introduction. Despite interest in virtual environments (VEs) for poststroke arm motor rehabilitation, advantages over physical environment (PE) training have not been established. Objective. The authors compared kinematic and clinical outcomes of dose-matched upper-limb training between a 3D VE and a PE in chronic stroke. Methods: Participants (n = 32) were randomized to a 3D VE or PE for training. They pointed to 6 workspace targets (72 trials, 12 trials/target, randomized) for 12 sessions over 4 weeks with similar feedback on precision, movement speed, and trunk displacement. Primary (kinematics, clinical arm motor impairment) and secondary (activity level, arm use) outcomes were compared by time (PRE, POST, and follow-up, RET), training environment, and impairment severity (mild, moderate-to-severe) using mixed-model analyses of variance (ANOVAs). Results. Endpoint speed, overall performance on a reach-to-grasp task, and activity levels increased in both groups. Only participants in the VE group improved shoulder horizontal adduction at POST (9.5°) and flexion at both POST (6.3°) and RET (13°). Impairment level affected outcomes. After VE training, the mild group increased elbow extension (RET, 25.5°). The moderate-to-severe group in VE increased arm use at POST (0.5 points) and reaching ability at RET (2.2 points). The moderate-to-severe group training in PE increased reaching ability earlier (POST, 1.7 points) and both elbow extension (10.7°) and arm use (0.4 points) at RET, but these changes were accompanied by increased compensatory trunk displacement (RET, 30.2 mm). Conclusion. VE training led to more changes in the mild group and a motor recovery pattern in the moderate-to-severe group indicative of less compensation, possibly because of a better use of feedback.

The impact of self-efficacy and perceived system efficacy on effectiveness of virtual training systems

This study developed and tested a research model which examined the impact of user perceptions of self-efficacy (SE) and virtual environment (VE) efficacy on the effectiveness of VE training systems. The model distinguishes between the perceptions of one's own capability to perform trained tasks effectively and the perceptions of system performance, regarding the established parameters from literature. Specifically, the model posits that user perceptions will have positive effects on task performance and memory. Seventy-six adults participated in a VE in a controlled experiment, designed to empirically test the model. Each participant performed a series of object assembly tasks. The task involved selecting, rotating, releasing, inserting and manipulating 3D objects. Initially, the results of factor analysis demonstrated dimensionality of two user perception measures and produced a set of empirical validated factors underlining the VE efficacy. The results of regression analysis revealed that SE had a significant positive effect on perceived VE efficacy. No significant effects were found of perceptions on performance and memory. Furthermore, the study provided insights into the relationships between the perception measures and performance measures for assessing the efficacy of VE training systems. The study also addressed how well users learn, perform, adapt to and perceive the VE training, which provides valuable insight into the system efficacy. Research and practical implications are presented at the end of the paper.

WE-G-BRA-06: Calibrating an Ionisation Chamber: Gaining Experience Using a Dosimetry 'flight Simulator'.

Recently there has been great interest in the use of simulation training, with the view to enhance safety within radiotherapy practice. We have developed a Virtual Environment for Radiotherapy Training (VERT) which facilitates this, including the simulation of a number of 'Physics practices'. One such process is the calibration of an ionisation chamber for use in Linac photon beams. The VERT system was used to provide a life sized 3D virtual environment within which we were able to simulate the calibration of a departmental chamber for 6MV and 15 MV beams following the UK 1990 Code of Practice. The characteristics of the beams are fixed parameters in the simulation, whereas default (Absorbed dose to water) correction factors of the chambers are configurable thereby dictating their response in the virtual x-ray beam. When the simulation is started, a random, realistic temperature and pressure is assigned to the bunker. Measurement and chamber positional errors are assigned to the chambers. A virtual water phantom was placed on the Linac couch and irradiated through the side using a 10 × 10 field. With a chamber at the appropriate depths and irradiated iso-centrically, the Quality Indices (QI) of the beams were obtained. The two chambers were 'inter-compared', allowing the departmental chamber calibration factor to be calculated from that of the reference chamber. For the virtual 6/15 MV beams, the QI were found to be 0.668/ 0.761 and the inter-comparison ratios 0.4408/ 0.4402 respectively. The departmental chamber calibration factors were calculated; applying these and appropriate environmental corrections allowed the output of the Linac to be confirmed. We have shown how a virtual training environment can be used to demonstrate practical processes and reinforce learning. The UK CoP was used here, however any relevant protocol could be demonstrated. Two of the authors (Beavis and Ward) are Founders of Vertual Ltd, a spin-out company created to commercialise the research presented in this abstract.

WE-G-BRA-04: The Development of a Virtual Reality Dosimetry Training Platform for Physics Training.

Recently there has been a great deal of interest in the application of Simulation methodologies for training. We have previously developed a Virtual Environment for Radiotherapy Training, VERT, which simulates a fully interactive and functional Linac. Patient and plan data can be accessed across a DICOM interface, allowing the treatment process to be simulated. Here we present a newly developed range of Physics equipment, which allows the user to undertake realistic QC processes. Five devices are available: 1) scanning water phantom, 2) 'solid water' QC block/ion chamber, 3) light/ radiation field coincidence phantom, 4) laser alignment phantom and 5) water based calibration phantom with reference class and 'departmental' ion chamber. The devices were created to operate realistically and function as expected, each has an associated control screen which provides control and feedback information. The dosimetric devices respond appropriately to the beam qualities available on the Linac. Geometrical characteristics of the Linac, e.g. isocentre integrity, laser calibration and jaw calibrations can have random errors introduced in order to enable the user learn and observe fault conditions. In the calibration module appropriate factors for temperature and pressure must be set to correct for ambient, simulated, room conditions. The dosimetric devices can be used to characterise the Linac beams. Depth doses with Dmax of 15mm/29mm and d10 of 67%/77% respectively for 10cm square 6/15MV beams were measured. The Quality Indices (TPR20/10 ratios) can be measured as 0.668 and 0.761 respectively. At a simple level the tools can be used to demonstrate beam divergence or the effect of the inverse square law; They are also designed to be used to simulate the calibration of a new ion chamber. We have developed a novel set of tools that allow education of Physics processes via simulation training in our virtual environment. Both Authors are Founders and Directors of Vertual Ltd, a spin-out company that exists to commericalise the results of the research work presented in this abstract.

Emergency preparedness in the 21st century: Training and preparation modules in virtual environments

ObjectivesTo determine the feasibility of evidence-based design and use of low-cost virtual world environments for preparation and training in multi-agency, multi-site, major incident response. MethodsA prospective cohort feasibility study was carried out. One pre-hospital, and two in-hospital major incident scenarios, were created in an accessible virtual world environment. 23 pre-hospital and hospital-based clinicians each took part in one of three linked major incident scenarios: a pre-hospital bomb blast site, focusing on the roles of the team leader and triage person; a blast casualty in a resuscitation room, focusing on the role of the trauma team leader; a hospital command and control scenario focusing on the role of the clinical major incident co-ordinator/silver commander. Participants supplied both quantitative and qualitative feedback. ResultsUsing a systematic, evidence-based approach, three scenarios were successfully developed and tested using low-cost virtual worlds (Second Life and OpenSimulator). All scenarios were run to completion. 95% of participants expressed a desire to use virtual environments for future training and preparation. Pre-hospital responders felt that the immersive virtual environment enabled training in surroundings that would be inaccessible in real-life. ConclusionsThe feasibility and face/content validity of using low-cost virtual worlds for multi-agency major incident simulation has been established. Major incident planners and trainers should explore utilising this technology as an adjunct to existing methodologies. Future work will involve development of robust assessment metrics.

A review of virtual environments for training in ball sports

There is growing interest in utilising virtual environments (VEs) in the context of sports. In particular there is a desire to be able to improve sensorimotor skills rather than just using a VE as a tool for strategy analysis, or entertainment. The range of skills required across all different sports is very large and varied. This review of the state-of-the-art, therefore focuses on just ball sports, and was carried out as part of a current project developing training tools for rugby. A VE needs to provide realistic rendering of the sports scene to achieve good perceptual fidelity. More important for a sport-themed VE is high functional fidelity, which requires an accurate physics model of a complex environment, real time response, and a natural user interface. The goal is to provide multiple scenarios to players at different levels of difficulty, providing them with improved skills that can be applied directly to the real sports arena. The typical hardware and software components needed are identified in the paper, and important psychological factors that should be considered are discussed. The challenges that need to be overcome are identified and illustrated with examples from recent projects in this area.

Cut and Suture Support on Volumetric Models in the CyberMed Framework

The need of applications for realistic training to medical professionals motivated the development of the framework CyberMed. Since 2006, this framework provides a set of features that allow users to freely build interactive virtual environments for realistic medical training. Thus, simulations composed by 3D visualization and interaction with haptic feedback can be created for different areas of medicine. In order to allow using data obtained from real exams, such as CT and MRI, the CyberMed had its kernel recently expanded. Now the framework enables working with volumetric data to build more realistic medical simulations. The aim of this paper is to present this process of expansion realized in a cooperation work between two countries, emphasizing the new possibilities offered by this integration for further works related to simulations with cut and suture of tissues.

Skill training in Multimodal virtual environments

Multimodal, immersive, virtual reality (VR) techniques open new perspectives for perceptual-motor skill trainers. They also introduce new risks and dangers. This paper describes the benefits and pitfalls of multimodal training and the cognitive building blocks of a multimodal, VR training simulators.

Visualizing the third dimension in virtual training environments for neurologically impaired persons: beneficial or disruptive?

BackgroundMany contemporary systems for neurorehabilitation utilize 3D virtual environments (VEs) that allow for training patients’ hand or arm movements. In the current paper we comparatively test the effectiveness of two characteristics of VEs in rehabilitation training when utilizing a 3D haptic interaction device: Stereo Visualization (monoscopic vs stereoscopic image presentation) and Graphic Environment (2.5D vs 3D).MethodAn experimental study was conducted using a factorial within-subjects design. Patients (10 MS, 8 CVA) completed three tasks, each including a specific arm-movement along one of three directional axes (left-right, up-down and forward-backward).ResultsThe use of stereoscopy within a virtual training environment for neurorehabilitation of CVA and MS patients is most beneficial when the task itself requires movement in depth. Further, the 2.5D environment yields the highest efficiency and accuracy in terms of patients’ movements. These findings were, however, dependent on participants’ stereoscopic ability.ConclusionDespite the performance benefits of stereoscopy, our findings illustrate the non-triviality of choices of using stereoscopy, and the type of graphic environment implemented. These choices should be made with the task and target group, and even the individual patient in mind.

Construction industry offsite production: A virtual reality interactive training environment prototype

The ‘traditional’ construction industry has constantly been challenged to improve its inherent problematic practices. Offsite production (OSP), under the umbrella of modern methods of construction (MMC), has been acknowledged as a means to help improve construction industry performance as well as meet new market demands through the provision of improved, adaptable, and sustainable buildings. However, the deployment of OSP systems, if not managed properly, may adversely affect the end result and be counterproductive. It is therefore imperative that the construction industry stakeholders learn and appreciate the specifics, merits, as well as the risks associated with OSP systems in order to achieve the desired outcomes and consequently improve industry performance. On-the-job-training (OJT) is usually sought to facilitate ‘experiential’ learning, which is argued to be particularly effective where a great deal of independence is granted to the task performer. However, OJT has been criticised for being expensive, limited, and sometimes devoid of the actual training context. In order to address the problems encountered with OJT, several virtual reality (VR) solutions have been proposed. This paper introduces one such VR solution prototype, in order to provide a risk-free environment for learning without the ‘do-or-die’ consequences often faced on real construction projects. The proffered solution provides a unique VR environment for practicing new working conditions associated with OSP practices. While the ‘scenes’ of the VR environment take place on a construction site, the environment predominantly targets professionals, such as project managers, construction managers, architects, designers, suppliers and manufacturers, to allow multidisciplinary learning to occur, and hence overcome ‘knowledge silos’ or ‘knowledge compartmentation’. The VR environment enables unforeseen problems often caused by professionals’ decisions, faulty work, and health and safety issues to occur; where the implications of which can be evaluated in respect of time, cost and resources. The VR environment proposed does not aim to resolve problems associated with OSP per se, rather aims to allow ‘things to go wrong’ and consequently allows users not only to ‘experience’ the resulting implications but also to reflect on those implications as part of the learning process. This paper discusses and presents the prototype for the first development phase of the VR interactive training environment. While the prototype was tested and validated with domain experts from industry, the research community, and academia from different EU countries, the data used in developing the prototype was constrained to one project in the UK which may limit the generalisability of results.

Análisis del tiempo en los entornos virtuales de formación

El objetivo de este artículo es analizar el carácter temporal de los entornos virtuales de formación, es decir, ver si en estos entornos está o no presente el sentido, sensación, noción de tiempo; en caso positivo, se pretende, en segundo lugar, reconstruir las formas como se genera esa noción y los sentidos que adquiere en distintos entornos, es decir, identificar los mecanismos que se utilizan para generar esa noción temporal y los procesos y transformaciones que ahí se producen. Asumimos aquí que, si la red tiene algún sentido en el ámbito de la educación, además de ser un instrumento de información y un espacio de formación, es precisamente porque también ahí se mueven, conviven, relacionan y comunican, los sujetos y grupos sociales, construyendo y destruyendo, creando identidades múltiples y complejas, siendo todo ello posible solamente si su actividad responde a las coordenadas espacio-temporales tradicionales. El artículo presenta los datos de un estudio realizado en una muestra de 93 sujetos entre 20 y 30 años. Los resultados apoyan la tesis de percepción temporal y muestran diversos mecanismos de temporalización en diferentes entornos virtuales.

Use of Neurophysiological Metrics Within a Real and Virtual Perceptual Skills Task to Assess Virtual Training Environment Fidelity Requirements

Both military and civilian virtual environment (VE) developers are increasingly looking to cognitive scientists to provide virtual training platforms to support optimal training effectiveness within significant time and cost constraints. A need exists for objective and efficient methods of identifying optimal fidelity characteristics to support transfer of training. Previous research has demonstrated that brain eventrelated potentials (ERP’s) are sensitive to slight variations in virtual task environment fidelity, even in cases in which task performance does not significantly differ. The current experiment compared physiological and performance data for subjects completing a real-world perceptual discrimination task, as well as a similarly-structured VE training task under systematically varied fidelity conditions, in an effort to characterize the impact ofthe various conditions. Significant differences were found for task condition (real world versus virtual, as well as visual stimulus parameters within each condition), within both the performance and physiological data.

Effects of Instructional Strategies within an Instructional Support System to Improve Knowledge Acquisition and Application

Simulation based training requires skilled instructors to provide necessary training. Due to the limited numbers of instructors available, alternative methods of instruction are being investigated. This study replicated previous labbased studies of instructional strategies (Metacognitive prompting and Contrasting Cases) as applied with military personnel, within the Deployable Virtual Training Environment (DVTE). Participants were randomly assigned to 3 groups, each group receiving either Metacognitive prompts, Contrasting Cases prompts or no prompts, respectively. Results showed 1) no difference between groups on declarative knowledge testing, 2) Contrasting Cases prompts scored highest on procedural knowledge testing, 3) Metacognitive prompts scored highest on conceptual knowledge testing, and 4) Metacognitive prompts scored highest on integrated knowledge testing. Recommendations and future research are discussed.

Cultural and linguistic problems in GSD: a simulator to train engineers in these issues

SUMMARYThis paper tackles the need for universities and practitioners to train their students and engineers in the new challenges that global software development entails, which are principally related to communication, collaboration and cultural differences. Teaching the necessary skills requires practical experience. However, training in educational environments is difficult, and some challenging issues must still be confronted. We have focused our work on the development of a virtual training environment that can simulate global software development scenarios involving virtual agents (VAs) from different cultures. The VAs interact with learners, who use typical communication tools to solve predefined problems. This environment considers common problems caused by distance and cultural differences when using English as a means of communication. It allows learners to train at any time, because the VAs are always available, and it also permits them to play different roles in the various stages of the project. In this paper, we depict the design and development of the tool, as well as an initial evaluation. Copyright © 2011 John Wiley & Sons, Ltd.

CNC Partner: A novel training system for NC machining

AbstractCNC Partner, a novel training system on NC machining, is presented in this paper. It creates a semi‐immersive desktop virtual training environment with a sense of high reality at a low cost. With the CNC Partner, a trainee can learn the knowledge of NC programming and acquire the practical operation skills on a CNC machine tool prior to operate a real one. The framework of CNC Partner is established and described in detail. And its functions on training are summarized. The functions of CNC Partner‐assisted teaching are also introduced. Up to now, over 200 sets of CNC Partner systems have been installed in several vocational education schools in China. © 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 19: 466–474, 2011