This week, I honed my search for resources involving design considerations specific to VR in the workplace. A theme overall from this week was that the visual elements were of extreme importance since the training is based up on a created representation of the environment in which the learner will perform the tasks. Making this as realistic as possible is key to making a successful VR training. In addition, the ability for the environment to respond to the learner is critical to reinforce correct behaviors or guide the learner to correct performance.
In the first article, Wang, et. Al designed their training using a user input device and a VR simulator (Wang 2018). The design elements that made this project successful include: a realistic device for the learner to manipulate and authentic data from real patient files to produce the visual elements (Wang 2018). The device was also developed to provide haptic feedback to the learner while they were attempting to perform the task (Wang 2018). This example although referred to as a VR training, would actually fall in the realm of mixed reality. This reminds me that it is important to consider the technology that will best support the learning and deliver desired outcomes. If it is critical that the learner manipulate a device or tool and that tool can be tied to a virtual experience, design the training so that the learner may do so.
The second article regarding a training design for railway freight, Deng identifies the following design principles
- That the virtual representations of the items and accessories are consistent with reality.
- That the virtual environment established a “three-dimensional solid model framework consistent with the real designated field” (Deng 2019 pg. 2)
- The process is “realized in two forms”—that the learner can observe from various angles and that they can perform it (Deng 2019 pg. 2)
- Creation of the files
- And “process operations prompt and evaluation system” (Deng 2019 pg. 2)
Like Wang, Deng focused on the visual elements and the consistence of the training to that of reality. Also, I found it particularly helpful that Wang made note of the option for the learner to observe an activity in the VR environment before being asked to perform it.
And in the third example for the week, “since VR not only reinforces the visual presentation of the training materials but also provides ways to interact with the training system, it becomes more flexible and possibly more powerful in designing the training system” (Lin 2010 pg. 564). “In this study’s show the most significant benefit of VR systems for maintenance training compared with traditional is the SRK framework for VR training system the participants feels within the virtual environment, which greatly enhances the mental image of the environment” (Lin 2010 pg. 567). Here, Lin emphasizes the importance of the visuals to trigger desired responses in the learners.
In successful VR trainings, it is clear there are many elements that help make the experience as realistic as possible to help improve the learning experience. In terms of those that contribute to the design of the project, the list includes:
- Realistic imagery
- Integrated feedback including cues to indicate success or failure. Depending on the skill, this feedback may be: visual, tactile or audible
- Definition of the VR world and the real world
- Design focus on the interactivity of the learner with the environment
- Stable internet/connectivity
- Use the appropriate mix of technologies to support the best learning outcome
- Increased allowance of time to learn with the target benefit of decreased time to perform or decreased error rates.
Resources
Wang, Y., Wang, Y., Guo, S., Guo, S., Li, Y., Li, Y., . . . Song, Y. (2018). Design and evaluation of safety operation VR training system for robotic catheter surgery.Medical & Biological Engineering & Computing, 56(1), 25-35. doi:10.1007/s11517-017-1666-2
Deng, J. (2019). Design of simulation system for railway freight loading and strengthening training based on VR.IOP Conference Series: Materials Science and Engineering, 688, 44047. doi:10.1088/1757-899X/688/4/044047
Lin, S. F., Sun, T. L., Chao, C. J., Feng, W. Y., Lin, C. J., Tseng, F. Y., & Wang, R. W. (2010). A skill-, rule-, and knowledge-based interaction design framework for web-based virtual reality training systems.Key Engineering Materials, 450, 564-567. doi:10.4028/scientific.net/KEM.450.564
Hi Katie,
Thanks so much for sharing the readings you explored this week. VR in the workplace has so much potential for engagement. I think your points about the visual elements being critical were very insightful – not only to ensure that the virtual environment realistically mimics the actual environment where users will be applying the knowledge and skills they’ve acquired but also from the sense of immersion and believability. To that point, I think a second great insight from your post is being open to other possibilities in terms of total immersion. You mentioned the importance of integrating real tools or devices tied to the virtual experience, which had me considering the same thing in my final project as well. If it’s important for learners to be hands-on with an aspect of training and instruction we should do what we can to integrate that actual element into our virtual environments. Your point about the importance of having learners observe activity in the VR environment before performing it is also a good one. And got me thinking about the need to also explain WHY certain technologies are being used. I mentioned this in my response to your comment on my post, but I think the older learners get (in your case adults in financial services, and in mine college freshmen) the less we should rely on the ‘cool factor’ that some of these emerging technologies offer. Explaining to learners why we’re asking them to use specific technologies can help lower some of the anxiety that must surround them from a learner’s perspective. After all, we’re asking them to undertake a technology learning curve in addition to the actual learning we’re also asking them to do. They should be clear on why a given technology matters and how it’s intended to help (as opposed to hinder) their journey toward desired learning outcomes.