Nothing Special   »   [go: up one dir, main page]
Skip to main content
Springer Nature Link
Log in

Evaluation of the Effectiveness of Traditional Training vs. Immersive Training

A Case Study of Building Safety and Emergency Training

  • Conference paper
  • First Online:
Extended Reality (XR Salento 2024)

Part of the book series: Lecture Notes in Computer Science ((LNCS,volume 15030))

Included in the following conference series:

  • 155 Accesses

Abstract

Virtual Reality (VR) has revolutionized training across healthcare, manufac-turing, and service sectors by offering realistic simulations that enhance en-gagement and knowledge retention. However, assessments that allow for evaluation of the effectiveness of VR training are still sparse. Therefore, we examine VR’s effectiveness in emergency preparedness and building safety, comparing it to traditional training methods. The goal is to evaluate the impact of the unique opportunities VR enables on skill and knowledge development, using digital replicas of building layouts for immersive training experiences. To that end, the research evaluates VR training’s advantages and develops performance metrics by comparing virtual performance with actions in physical reality, using wearable tech for performance data collection and surveys for insights. Participants, split into VR and online groups, underwent a virtual fire drill to test emergency response skills. Findings indicate that VR training boosts urgency and realism perception, despite similar knowledge and skill acquisition after more traditional lecture-style training. VR participants re-ported higher stress and greater effectiveness, highlighting VR’s immersive benefits. The study supports previous notions of VR’s potential in training while also emphasizing the need for careful consideration of its cognitive load and technological demands.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 54.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 64.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  1. Adami, P., et al.: Effectiveness of VR-based training on improving construction workers’ knowledge, skills, and safety behavior in robotic teleoperation. Adv. Eng. Inform. 50, 101431 (2021). https://doi.org/10.1016/j.aei.2021.101431

    Article  Google Scholar 

  2. Menin, A., Torchelsen, R., Nedel, L.: The effects of VR in training simulators: exploring perception and knowledge gain. Comput. Graph. 102, 402–412 (2022, 2021). https://doi.org/10.1016/j.cag.2021.09.015

  3. Chae, C., Kim, D., Lee, H.: A study on the analysis of the effects of passenger ship abandonment training using VR. Appl. Sci. 11(13), 5919 (2021). https://doi.org/10.3390/app11135919

    Article  Google Scholar 

  4. Omlor, A.J., et al.: Comparison of immersive and non-immersive virtual reality videos as substitute for in-hospital teaching during coronavirus lockdown: a survey with graduate medical students in Germany. Med. Educ. Online 27(1) (2022). https://doi.org/10.1080/10872981.2022.2101417

  5. MacDonald, J., Williams, R.G., Rogers, D.A.: Self-assessment in simulation-based surgical skills training. Am. J. Surg. 185(4), 319–322 (2003). https://doi.org/10.1016/S0002-9610(02)01420-4

    Article  Google Scholar 

  6. Ventura, S., Brivio, E., Riva, G., Baños, R.M.: Immersive versus non-immersive experience: exploring the feasibility of memory assessment through 360° technology. Front. Psychol. 10 (2019). https://doi.org/10.3389/fpsyg.2019.02509

  7. Dillon, D., Cai, J.: Virtual reality greenspaces: does level of immersion affect directed attention restoration in VR environments? J. 5(3), 334–357 (2022). https://doi.org/10.3390/j5030023

  8. Amin, A., Gromala, D., Tong, X., Shaw, C.: Immersion in cardboard VR compared to a traditional head-mounted display. In: Lackey, S., Shumaker, R. (eds.) VAMR 2016. LNCS, vol. 9740, pp. 269–276. Springer, Cham (2016). https://doi.org/10.1007/978-3-319-39907-2_25

  9. Huang, W., Roscoe, R.D., Johnson-Glenberg, M.C., Craig, S.D.: Motivation, engagement, and performance across multiple virtual reality sessions and levels of immersion. J. Comput. Assist. Learn. 37(3), 745–758 (2021). https://doi.org/10.1111/jcal.12520

    Article  Google Scholar 

  10. Kwon, J.H., Powell, J., Chalmers, A.: How level of realism influences anxiety in virtual reality environments for a job interview. Int. J. Hum. Comput. Stud. 71(10), 978–987 (2013). https://doi.org/10.1016/j.ijhcs.2013.07.003

    Article  Google Scholar 

  11. Córdova, A., Caballero-García, A., Drobnic, F., Roche, E., Noriega, D.C.: Influence of stress and emotions in the learning process: the example of COVID-19 on university students: a narrative review. Healthcare 11(12), 1787 (2023). https://doi.org/10.3390/healthcare11121787

  12. Ji, Y., Qiao, D., Zhang, D., Xu, T.: Is stress motivation? Effects of perceived stress on online self-directed learning of college students in China. Educ. Inf. Technol., 1–25 (2023). https://doi.org/10.1007/s10639-023-12082-z

  13. Gruzelier, J., Inoue, A., Smart, R., Steed, A., Steffert, T.: Acting performance and flow state enhanced with sensory-motor rhythm neurofeedback comparing ecologically valid immersive VR and training screen scenarios. Neurosci. Lett. 480(2), 112–116 (2010). https://doi.org/10.1016/j.neulet.2010.06.019

    Article  Google Scholar 

  14. Huang, D., Wang, X., Liu, J., Li, J., Tang, W.: Virtual reality safety training using deep EEG-net and physiology data. Vis. Comput. 38(4), 1195–1207. https://doi.org/10.1007/s00371-021-02140-3

  15. Wang, Y., Yang, F., Li, Y., Yang, T., Ren, C., Shi, Z.: A tactile sensation assisted VR catheterization training system for operator’s cognitive skills enhancement. IEEE Access 8, 1 (2020). https://doi.org/10.1109/ACCESS.2020.2982219

    Article  Google Scholar 

Download references

Acknowledgment

This project receives funding from the Industry 4.0/5.0 Institute at the University of Cincinnati, backed by the collaboration of several industry partners.

Author information

Authors and Affiliations

  1. Extended Reality Lab, Digital Futures, University of Cincinnati, Cincinnati, USA

    Ming Tang, Mikhail Nikolaenko & Aayush Kumar

  2. School of Architecture and Interior Design, College of DAAP, University of Cincinnati, Cincinnati, OH, 45221, USA

    Ming Tang

  3. Center for Cognition, Action, and Perception, Department of Psychology, University of Cincinnati, Cincinnati, OH, 45221, USA

    Evv Boerwinkle, Samuel Obafisoye & Tamara Lorenz

  4. Department of Electrical and Computer Engineering, University of Cincinnati, Cincinnati, OH, 45221, USA

    Mikhail Nikolaenko, Samuel Obafisoye & Tamara Lorenz

  5. Department of Aerospace Engineering and Engineering Mechanics, University of Cincinnati, Cincinnati, OH, 45221, USA

    Aayush Kumar

  6. Siemens Digital Industries Software, 2000 Eastman Drive, Milford, OH, 45150, USA

    Mohsen Rezayat

  7. Siemens AG, Werner-von-Siemens-Straße 1, 80333, Munich, Germany

    Sven Lehmann

  8. Department of Mechanical and Materials Engineering, University of Cincinnati, Cincinnati, OH, 45221, USA

    Tamara Lorenz

Authors
  1. Ming Tang
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Mikhail Nikolaenko
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Evv Boerwinkle
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Samuel Obafisoye
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Aayush Kumar
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Mohsen Rezayat
    View author publications

    You can also search for this author in PubMed Google Scholar

  7. Sven Lehmann
    View author publications

    You can also search for this author in PubMed Google Scholar

  8. Tamara Lorenz
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ming Tang .

Editor information

Editors and Affiliations

  1. University of Salento, Lecce, Italy

    Lucio Tommaso De Paolis

  2. University of Naples Federico II, Naples, Italy

    Pasquale Arpaia

  3. CNR-STIIMA, Lecco, Italy

    Marco Sacco

Appendix

Appendix

Building Navigation Instructions

This segment of the study requires you to traverse the DAAP building, adhering closely to the route you learned during training. Your journey will commence in the Rapid Prototyping Center (RPC) and conclude at the designated assembly area. Focus solely on following the prescribed path without undertaking additional tasks.

  1. 1.

    Starting Position: Position yourself with your back to the RPC door as your initial stance.

  2. 2.

    Navigation Device Setup: A researcher will provide you with a mobile device equipped with a location-tracking feature. Activate the device by pressing the play button before you start your navigation. Assistance will be provided if needed.

  3. 3.

    Video Documentation: A technical assistant will discreetly follow and record your navigation for analysis. To ensure your privacy, please face away from the camera throughout the recording. Maintain a steady pace akin to your normal walking speed. If at any moment you find yourself unsure of the next step, recall the training guidance to proceed.

  4. 4.

    Conclusion of Task: Upon completing the navigation task, halt the recording by pressing the stop button on your tracking device. The device will then be collected by a researcher.

  5. 5.

    Return and Next Steps: Following the task, researchers will guide you back to Clifton Court Hall. Here, you will be briefed on the next phase of the study before departure.

Rights and permissions

Reprints and permissions

Copyright information

© 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Tang, M. et al. (2024). Evaluation of the Effectiveness of Traditional Training vs. Immersive Training. In: De Paolis, L.T., Arpaia, P., Sacco, M. (eds) Extended Reality. XR Salento 2024. Lecture Notes in Computer Science, vol 15030. Springer, Cham. https://doi.org/10.1007/978-3-031-71713-0_7

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-71713-0_7

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-71712-3

  • Online ISBN: 978-3-031-71713-0

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation