{"title":"Immersive virtual reality for complex skills training: content analysis of experienced challenges","authors":"","doi":"10.1007/s10055-024-00955-8","DOIUrl":null,"url":null,"abstract":"<h3>Abstract</h3> <p>This study aimed to examine the challenges that adult participants experienced in immersive virtual reality (I-VR). Practitioners have indicated that some challenges persist from trainee to trainee and scholars have called for the design and development of virtual reality (VR) applications based on learning theories. Thus, we examined challenges immersed learners experienced during self-discovery of game mechanics and assembly task within an early-development I-VR program. We clarified the immersive learning phenomenon by studying the self-reported problem statements from 168 university students and staff. They used an HTC Vive Pro Eye device and a custom-built software. Through an iterative content analysis of post-survey and video-stimulated recall interviews, we retrieved 481 problem statements from the participants. As a result, we derived and detailed 89 challenges, 22 component features, 11 components, and 5 principal factors of immersive learning. The most cited components that the participants found challenging were the use of controllers and functions, reciprocal software interaction, spatial and navigational constraints, relevance realisation, and learner capabilities. Closer inspection of the quantified data revealed that the participants without digital gaming experience reported relatively more hardware-related problem statements. The findings regarding the constraints of immersive learning helped clarify the various actants involved in immersive learning. In this paper, we provide a design implication summary for VR application developers. Further research on theory-based development and design implications in various immersive training settings is needed.</p>","PeriodicalId":23727,"journal":{"name":"Virtual Reality","volume":null,"pages":null},"PeriodicalIF":4.4000,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Virtual Reality","FirstCategoryId":"94","ListUrlMain":"https://doi.org/10.1007/s10055-024-00955-8","RegionNum":3,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS","Score":null,"Total":0}
引用次数: 0
Abstract
This study aimed to examine the challenges that adult participants experienced in immersive virtual reality (I-VR). Practitioners have indicated that some challenges persist from trainee to trainee and scholars have called for the design and development of virtual reality (VR) applications based on learning theories. Thus, we examined challenges immersed learners experienced during self-discovery of game mechanics and assembly task within an early-development I-VR program. We clarified the immersive learning phenomenon by studying the self-reported problem statements from 168 university students and staff. They used an HTC Vive Pro Eye device and a custom-built software. Through an iterative content analysis of post-survey and video-stimulated recall interviews, we retrieved 481 problem statements from the participants. As a result, we derived and detailed 89 challenges, 22 component features, 11 components, and 5 principal factors of immersive learning. The most cited components that the participants found challenging were the use of controllers and functions, reciprocal software interaction, spatial and navigational constraints, relevance realisation, and learner capabilities. Closer inspection of the quantified data revealed that the participants without digital gaming experience reported relatively more hardware-related problem statements. The findings regarding the constraints of immersive learning helped clarify the various actants involved in immersive learning. In this paper, we provide a design implication summary for VR application developers. Further research on theory-based development and design implications in various immersive training settings is needed.
期刊介绍：
The journal, established in 1995, publishes original research in Virtual Reality, Augmented and Mixed Reality that shapes and informs the community. The multidisciplinary nature of the field means that submissions are welcomed on a wide range of topics including, but not limited to:
Original research studies of Virtual Reality, Augmented Reality, Mixed Reality and real-time visualization applications
Development and evaluation of systems, tools, techniques and software that advance the field, including:
Display technologies, including Head Mounted Displays, simulators and immersive displays
Haptic technologies, including novel devices, interaction and rendering
Interaction management, including gesture control, eye gaze, biosensors and wearables
Tracking technologies
VR/AR/MR in medicine, including training, surgical simulation, rehabilitation, and tissue/organ modelling.
Impactful and original applications and studies of VR/AR/MR’s utility in areas such as manufacturing, business, telecommunications, arts, education, design, entertainment and defence
Research demonstrating new techniques and approaches to designing, building and evaluating virtual and augmented reality systems
Original research studies assessing the social, ethical, data or legal aspects of VR/AR/MR.
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