VR For Training Research Articles

Research and Application of VR in Training and Learning

With the rapid development of VR technology in the past two years, VR education has broken the rigidity and single way of traditional teaching. This paper discusses and analyzes three aspects of VR in the field of training and learning. specifically, the convenience and efficiency of VR in the classroom; an overview of the savings and simplicity of VR skills learning. And a comparative analysis of innovation and breakthroughs in the field of VR art learning. So far, VR technology is still only in the newly developed stage, and there are various problems waiting to be solved, such as expensive, unfriendly to students who wear glasses, etc. But despite certain shortcomings, VR technology has great application prospects in the future. These skills training and learning based on VR are elaborated and analyzed. Finally, the paper summarizes and looks forward to the full text.

Investigating the effectiveness of immersive VR skill training and its link to physiological arousal.

The online version contains supplementary material available at 10.1007/s10055-022-00699-3.

Differences in Creative Personality and Attitude, Creative Problem Solving, and Convergence Thinking of College Students According to Self-Regulation and Cognitive Flexibility Training VR Program Participation

This study used a cognitive flexibility training VR program that can view and solve problems from various perspectives, self-regulation, and self-regulation with the super cognitive ability required for creativity to improve college students' creative personality and attitude, creative problem solving, and convergence thinking ability. In addition, differences in creative personality and attitude, creative problem solving, and convergence thinking ability were analyzed before and after participation in the program. In this study, 55 students were recruited voluntarily among four-year E University students in Gyeonggi-do. The experimental tool is VR content developed by FNI Co., Ltd. The main contents are mainly composed of improving self-control ability, strengthening positivity, and enhancing interpersonal relationships. The IBM SPSS Statistics 25 program was used to analyze the collected data to test the research question. First, frequency analysis and descriptive statistical analysis were performed to examine the mean and standard deviation of the sociodemographic factors and measurement variables of the subjects. Moreover, to determine how consistently the measuring instrument was used, the reliability was validated by calculating the Cronbach's coefficient value. Furthermore, factor analysis was utilized to minimize the number of items in the developed measurement tool by removing variables unrelated to the component to be studied. Factor analysis has the purpose of reducing variables, removing unnecessary variables, identifying variable characteristics, evaluating the validity of measurement items, and creating variables using factor scores. In addition, to confirm the statistical significance of the average values of creative personality and attitude, creative problem solving, and convergence thinking before and after participating in the VR program, a matched-sample t-test was performed. As a result of the study, it was found that participation in the self-regulation and cognitive flexibility VR program had a positive effect after participation compared to before participation in creative personality and attitude, creative problem solving, and convergence thinking.

Leveraging technology to enhance STEM Education Amidst the Covid-19 pandemic: An overview of pertinent concerns

Although technology in its various forms had already permeated peoples’ lives, the closure of educational institutions worldwide due to the outbreak of the Covid-19 pandemic thrust education sectors in many countries into fraught experimentation with online learning. Many educators had to adopt pedagogical practices that were in tandem with online instruction. The pandemic had a silver lining as it opened doors to new ideas and technologies that could be leveraged to enhance STEM education. This paper adopts the desk top research approach to establish the technologies that were leverageable for STEM education during the ongoing pandemic, and to determine pertinent concerns about moving STEM education online. The study found that most institutions leveraged basic synchronous and asynchronous technologies for STEM education during the pandemic. The study also established that a few institutions were embracing sophisticated technology like Virtual Reality and Augmented Reality in enhancing STEM education. There were also institutions already training VR and VR experts to meet anticipated STEM education manpower needs. It was established that while the use of technology enhanced STEM education during the Covid-19 pandemic, it raised concerns about access, equity, quality and student engagement. To address these concerns, the study recommends that governments should invest in the provision of power in rural settings and subsidize the cost of hardware for students. For equity considerations, the disadvantaged should be prioritized in the provision of technology enablers for online STEM education and measures that safeguard them should be inbuilt in the online transition plans. Finally, where possible remote labs should be established but this is not possible, students should be allowed to take series of scheduled physical lab sessions in turns and rules of social distancing enforced. Countries should look to superior technologies for online STEM education so that any similar future occurrences do not stall practical STEM education sessions.

비상상황 안전 교육훈련을 위한 가상현실(VR)콘텐츠 모델 설계

본 논문에서는 비상상황에 대한 안전교육 훈련 콘텐츠 개발에 가상현실(VR) 기술을 활용하기 위하여 관련된 문헌연구를 살펴보았다. 이를 통해 가상현실(VR) 교육콘텐츠의 기본 개념을 도출하였고, 구체적인 콘텐츠 개발 로드맵과 설계과정에서 고려해야 할 부분을 분석하였다. 연구결과, 가상현실 콘텐츠 설계는 최소 다음의 4가지 핵심 요소를 포함하여 개발되어야 한다. 첫째, 가상현실(VR) 공간에서 구현될 사고 상황에 대한 맥락정보를 포함한 정확한 관련 정보 구축, 둘째, 구체적인 교육과정과 단계에 따른 각각의 범위 설정과 교육 목표에 대한 명시적인 정의, 셋째, 피교육자가 실제처럼 자연스럽게 몰입할 수 있는 교육 시나리오 제시, 넷째, 교육결과에 따른 유효성 평가이다. 본 연구결과는 향후, 가상현실(VR) 교육 콘텐츠를 개발하는 과정에서 구체적인 기준을 세우는 데 도움을 줄 수 있을 것이다.

Effects of alternation latency on the impression of avatars in face-to-face customer training VR

Effects of alternation latency on the impression of avatars in face-to-face customer training VR

Przyjmowanie perspektywy w rzeczywistości wirtualnej dla personelu wojskowego: przegląd podejść do wirtualnego treningu społecznego

In this article, we have given an overview of exemplary empirical research on both the efficacy of perspective taking and the positive aspects of employment of virtual reality technologies in the context of military personnel training. The inclusion of awareness of mental states and subjective experiences expressed in accurately designed virtual scenarios can prepare soldiers for more effective and decisive operations prior to deployment on foreign soil, where they will have to come to terms with difficult decisions connected with cultural differences and plurality. First, we would like to present notions about perspective taking and what role VR maintains in relation to the development of aspects of cognition. Next, we approach the proposed ensemble of articles that state the extent of VR-PT efficacy: (1) the relevance of developing perspective taking in the military, (2) the effectiveness of VR in training. Although we did not find examples of the military perspective taking training in specifically immersive virtual environments, we do want to posit an idea that this kind of regime could bring a plethora of positive effects – e.g. accurate threat assessment in cross-cultural environments, positive nonverbal behaviour, increased outgroup helping behaviour, reduced/less dependency on stereotyping and possibly reduced conflict-inducing intergroup differences.

360 Degrees Video and VR for Training and Marketing within Sports

360 Degrees Video and VR for Training and Marketing within Sports

Screen-Based Simulation and Virtual Reality for Pediatric Emergency Medicine

Screen-based simulation (SBS) and 3-dimensional virtual reality (3D VR) applied to pediatric emergency medicine (PEM) leverage digital technology to represent patients, populations, situations, and/or environments. SBS and 3D VR provide realistic, dynamic, safe opportunities for training and testing provider competency, systems-based practice, and environments. SBS engages the user to interact with a computer or mobile device screen to access and respond to content. Virtual reality adds the element of movement and/or allows manipulation of the SBS. 3D VR uses head-mounted ocular technology to create an environment in which the user is immersed as an active participant. SBS and 3D VR types include virtual patients, virtual worlds, screen-based haptic trainers, and resource management simulators. Advantages of SBS and 3D VR simulation over mannequin-based simulation are that it is infinitely replicable; can be distributed widely to devices simultaneously; is portable; enables tracking, storing, and analysis of massive amounts of usage and performance data; and does not require the presence of a live instructor. Disadvantages include cost, technical problems, and lower fidelity. We provide examples of types of SBS and 3D VR relevant to PEM that are currently available and in development; PEM-specific uses of SBS and 3D VR for training and testing, as well as uses for research to determine best practices for acquiring and retaining PEM knowledge and skills; and strategies for integrating SBS and 3D VR into training and PEM practice.