Month: March 2020

This week, I focused my readings on the use of virtual reality training in the workplace.  Many of the journal articles that I discovered were centered on a few industries including healthcare, first responders, precision manufacturing skills and safety training.  I currently work in the financial industry at a credit union.  While the skills and behaviors that I train may not be as high risk as some of those described in the articles, there are some very critical skills that would align.  These would be things like robbery response, active shooter training, fire and evacuation training.  In addition, there are some skills that require a level of precision like counting money, processing checks and monetary instruments that would benefit from a training experience that shows consequences of inaccuracies and failure.  Other situations that require employees to act while under stressful circumstances that can be simulated or replicated by a virtual reality training may benefit as well.

In my first article, the study compared “training first responders using the Realistic, Adaptive, Interactive Learning System (RAILS) and comparing their learning outcomes to those of participants who read and studied the same information in printed format” (Wjekumar 2018).  The results of the study showed that the users liked using the system and that

The software provided a strong motivational system by displaying the real-life scenarios in the VR environments. They also noted the highly engaging nature of the content and that the software made them feel useful in solving highly complex situations…Respondents who read the paper version of the lessons reported difficulty in understanding the content and learning how to apply the knowledge.  (Wjekumar 2018)

In addition, conclusive evidence showed that more employees were able to have access to the learning experience and that this is beneficial for several reasons.  By offering the training in a VR format, it overcame obstacles such as cost, volume of course offerings and ability for all employees who may not normally attend be able to attend (Wjekumar 2018).  In addition, it offers an excellent solution to provide a refresher training (Wjekumar 2018).  All of these reasons are relevant to my industry as well.

My next article focused on the use of VR training to teach employees to use a precision machining tool.  In Chen’s study, VR was discovered “to save teaching time, safe learning, linking of basic knowledge, and skills to more complex skills, high‐degree of control for teaching and learning, and on‐line training” (Chen 2019).  And as a result, post-test score was an 89% compared to 72% and 30% faster when comparing learners who had been taught traditionally versus using VR technologies  (Checn 2019).

And, the final article I reviewed this week evaluated the use of VR training in construction.  This was primarily focused on safety training.  The article compared several studies and identified some challenges to using VR:

 (1) Human perception and cognition have their own characteristics and features, and the consideration of this issue by developers during hardware and interface design is vital.

(2) In addition, the user’s ability to recognize and understand the data/models in VR environments is a central issue for evaluating. Tasks such as browsing and searching require a specific cognitive activity. So it is necessary to give training on the ability and knowledge of system functions to workers before start the evaluation process.

(3) Also, there can be issues related to different users’ reactions with regard to visualized objects depending on their personal and cultural backgrounds. In this sense, simplicity in information visualization in the evaluation process has to be achieved in order to avoid misperceptions and cognitive overload.

(4) Psychophysical studies and theories would provide answers and methods to questions regarding perception and would give the opportunity to improve performance evaluation by motion prediction in construction safety application. (Li 2018)

As I reflect on these articles and others I have reviewed this semester, it is clear that there are best practices emerging.  For those relevant to my use case,

• Using VR when it can fill a need necessary to the learning experience. This may be that the learner benefits from exposure to the environment, that they would benefit from failing safely or that the learner would benefit from experiencing simulated stress that they may experience while performing the task.
• That it is important to consider what matters most—many of the studies showed a slight increase in test scores and a larger increase in speed of performance. If it is desirable to have a faster reaction or completion time, VR might be the perfect fit.  If getting a higher score on the evaluation is more desirable, a combination of improved knowledge pieces coupled with a VR experience may be a better fit.
• VR training may also be used as an after class support tool to refresh learners on knowledge and skills they have acquired through other experiences or learning.

Like every learning intervention, not one method is perfect for all learning needs.  VR is one newer technology that can help designers create effective training with desirable outcomes if the needs, audience and desired behaviors are considered throughout the design process.

Resources

Wijekumar, K. (., Rolando, J., & Barnes, R. (2018). VR training software: Research shows strong results for learners. Professional Safety, 63(12), 35-38.

Chen, L., Tsai, J., Kao, Y., & Wu, Y. (2019). Investigating the learning performances between sequence‐ and context‐based teaching designs for virtual reality (VR)‐based machine tool operation training. Computer Applications in Engineering Education, 27(5), 1043-1063. doi:10.1002/cae.22133

Li, X., Yi, W., Chi, H., Wang, X., & Chan, A. P. C. (2018). A critical review of virtual and augmented reality (VR/AR) applications in construction safety. Automation in Construction, 86, 150-162. doi:10.1016/j.autcon.2017.11.003

One of the most common pieces of feedback received in corporate training surveys is that training is different than reality.  Sometimes this difference is in the system—that we use a demo version of a live system and some elements are not able to be replicated—and other times it is about the physical space in which the training is conducted.  As hard as we try, there will always be some difference between the training environment and reality; however, there are now technologies to help us reduce the differences.  By closely simulating the actual environment in which the learner will use the skills they are learning,  learners will associate action to the environment and be more comfortable when they are performing the task in real life.  mLearning helps us bring the learning to the learner and using technologies such as virtual reality or augmented reality can help us simulate or create the experience that will enhance learning transfer.

This week, my readings focused on using virtual reality or augmented reality in corporate training as I intend to build a learning experience using one of these for my final project.  First of all, why should we use VR and AR in corporate training.  In a nutshell, multiple case studies have shown that those trained using VR or AR perform better in the real world (Gavish 2015, Amorim 2013, Seymour 2002).  These studies range from military, healthcare and general business applications. One reason that I find VR and AR learning so beneficial for corporate learning is because it can be used to simulate a level of stress in the environment.  As Amorim describes,

“The objective of these facilities is to offer the students a more realistic training. And realism is essential: a most important statement on military simulations relies on the induction of combat stress. With the use of paintballs, mock explosives and a gradual exposure to stress, the instructors of the CIOpGLO are able to see their students showing the same symptoms of combat stress – tunnel vision, temporary loss of recent memories, etc. [3]. These reactions during simulations reveal how these soldiers would act like on real situations – therefore, stress control can be trained and those who do not have emotional control are usually put away from combat missions” (Amorim 2013).

And, in other studies the VR group was faster and more accurate than the group trained traditionally:

“The use of VR surgical simulation to reach specific target criteria significantly improved the OR performance of residents during laparoscopic cholecystectomy. This validation of transfer of training skills from VR to OR sets the stage for more sophisticated uses of VR in assessment, training, error reduction, and certification of surgeons”  (Seymour 2002).

While performing member service tasks at a credit union is nothing like combat or surgery, there is a level of stress associated with performing financial tasks for members.  Money is a very sensitive and personal thing for people.  For some, it is how we quantify our success and what drives our ability to live out our dreams.  So, when mistakes are made it can be quite sensitive for members.  Replicating a level of stress benefits member service training as we do not help members in a vacuum.  There are distractions, interruptions, hesitations and changes that may make the transaction or request more complicated than what we see on the surface.

The articles brought up several design considerations.  In particular, Martin discussed keeping the size of the device, usability and content design in mind (Martin 2012).  And, Martin specifically noted a focus on testing the functionality of the course (Martin 2012).   When using AR technology, keeping the relationship of the augmented layer and reality in perspective is key (Amorim 2013). To help learners adopt the new technology and learn best from the experience, it is critical to test the course thoroughly and make adjustments as needed.  Gavish noted that “VR and AR training groups required longer training time compared to the Control-VR and Control-AR groups;” therefore, it is important to consider that learners may require additional time in the VR or AR environment to acquire the skills; but that once the skills are acquired the error rate is lower (Gavish 2015)

While the time to develop and learn in a VR or AR environment may be longer than other types of training, it is clear that for the right topic, the time is well worth the effort.  This may not be possible in all situations in my career, but there are many when it would be valuable.  To wrap my head around what types  of training other designers working in corporate training use AR and VR for, I referenced a few industry-related blogs.  I discovered that designers are using it for safety training to keep employees safe while teaching for potentially hazardous situations,  airline crew training and maintenance, and even to train customers how to perform do-it-yourself skills (Immersive Learning News 2019 and Designing Digitally 2019).

Final Project Concept

To apply what I am learning in this course, my final project design will be for a virtual reality mLearning module to teach employees how to use the technology conference rooms at Credit Union Headquarters.  This course will include booking the room, a tour of the room, room setup tips and how to use the technology and conferencing features in the room.  In addition, troubleshooting tips and help resources will be included.  Many times, meeting and class facilitators are nervous when using the technologies in the conference rooms for the first time and this can lead to a less than ideal experience for the  group.  The goal of the training will be to help new users feel comfortable with the technology in the room, know how to use the room and who to resource if they need assistance.

Resources

Martin, F., Pastore, R., & Snider, J. (2012). Developing mobile based instruction (http s://courses.worldcampus.psu.edu/canvas/master/ms-142150-20160602160611/common/images/Develop ingMobileBasedInstruction.pdf) . TechTrends, 56(5), 46–51.

Amorim, J. A., Matos, C., Cuperschmid, A. R., Gustavsson, P. M., & Pozzer, C. T. (2013). Augmented reality and mixed reality technologies: Enhancing training and mission preparation with simulations. Paper presented at the NATO Modelling & Simulation Group (NMSG) Multi-Workshop, MSG-111 Conference, Sydney, Australia.

Gavish, N., Gutiérrez, T., Webel, S., Rodríguez, J., Peveri, M., Bockholt, U., & Tecchia, F. (2015). Evaluating virtual reality and augmented reality training for industrial maintenance and assembly tasks. Interactive Learning Environments, 23(6), 778–798.

Immersive Learning News (2019). Virtual Reality In eLearning: A Case Study On Safety Training  https://www.immersivelearning.news/2019/01/24/virtual-reality-in-elearning-a-case-study-on-safety-training/

Designing Digitally (2019). 5 Examples of Immersive VR Training Solutions to Increasing Training ROI.  /  https://www.designingdigitally.com/blog/5-examples-immersive-vr-training-solutions-increase-training-roi

Seymour, N. E. , Gallagher, A. G. , Roman, S. A. , O’Brien, M. K. , Bansal, V. K. , Andersen, D. K. & Satava, R. M. (2002). Virtual Reality Training Improves Operating Room Performance. Annals of Surgery, 236(4), 458-464.

Narciso, D., Melo, M., Raposo, J.V. et al. Virtual reality in training: an experimental study with firefighters. Multimed Tools Appl 79, 6227–6245 (2020). https://doi.org/10.1007/s11042-019-08323-4

Stone, R. T., McLaurin, E., Zhong, P., & Watts, K. (2013). Full virtual reality vs. integrated virtual reality training in welding. Welding Journal, 92(6), 167S-174S.

Poeschl, S. (2017). Virtual reality training for public speaking-A QUEST-VR framework validation. Frontiers in ICT, 4 doi:10.3389/fict.2017.00013