When is VE Training Effective? A Framework and Two Case Studies
| Autor: | Joseph Sullivan, Kay M. Stanney, Laura Milham, Rudy Darken, Joseph Cohn, Kelly S. Hale |
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| Rok vydání: | 2004 |
| Předmět: | |
| Zdroj: | Proceedings of the Human Factors and Ergonomics Society Annual Meeting. 48:2592-2595 |
| ISSN: | 1071-1813 2169-5067 |
| Popis: | There are a number of studies that suggest that virtual environment (VE) systems can facilitate transfer of training (Darken & Peterson, 2002; Péruch, Belingard, & Thinus-Blanc, 2000; Rose et al., 2001). Yet this benefit is not universal, as Brooks et al. (2002) found that VE training was not beneficial for a recognition task. Thus, VE training may facilitate some types of training tasks, while not benefiting others. As technology pushes training more frequently into highly immersive environments, it is important to delineate and examine characteristics of VE trainers (such as egocentric perspective or multimodal interactivity) and consider the impact these characteristics have on training tasks and desired outcomes. Towards this end, a preliminary framework is herein presented which suggests that specific characteristics of VE systems impact specific training outcomes. This effort presents two operationally-based case studies that begin to examine different parts of the proposed framework. The first study examines how egocentric perspective was introduced into helicopter navigator training to impact spatial knowledge acquisition; the second study investigates how a VE was used to introduce interactivity into training to improve training outcomes for procedural knowledge. Given the low number of participants, no substantive conclusions can be made; rather, the studies are framed as an initial approach to VE training effectiveness within a theoretical model. |
| Databáze: | OpenAIRE |
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