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Toward Guidelines for the Use of 3D Environments in Training

Toward Guidelines for the Use of 3D Environments in Training. Bruce Perrin AICC Subcommittee on Management & Processes. Topics. Background Taxonomy - 3D Visual Environments Research Findings Single or Independent Viewpoints of the Task Domain Interrelated Viewpoints of the Task Domain

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Toward Guidelines for the Use of 3D Environments in Training

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  1. Toward Guidelines for the Use of 3D Environments in Training Bruce Perrin AICC Subcommittee on Management & Processes

  2. Topics • Background • Taxonomy - 3D Visual Environments • Research Findings • Single or Independent Viewpoints of the Task Domain • Interrelated Viewpoints of the Task Domain • Supplemental Viewpoints of the Task Domain • Virtual Classroom • Discussion and Directions

  3. Background • M&P Subcommittee Charter • Provide recommendations and guidelines to the Computer-based Training community that identify the attributes of "Good CBT" processes and product • Approach: Provide empirically based recommendations on the use of technology to supplement usage surveys and subjective evaluations • Designed, developed, and administered (with QuestionMark) a survey on 9 technology trends/claims • Received 32 responses representing approximately 25 organizations Major fields of interest fromsurvey respondents

  4. Background • Focusing on areas where technology assessments elicited polarized opinions • Almost as many think the statement is true (definitely or probably true) as think that it is false (definitely or probably false) • Few people have no opinion (unsure; do not know) • Example • The need for maintenance training will subside over time as self-testing equipment and job-aiding technology become better

  5. Background • First topic selected – use of 3D environments • Three-dimensional environments (virtual reality, virtual environments) represent an important extension to current training technologies, i.e., they are effective and applicable in a variety of training • Why this issue? • Somewhat polarized opinions on utility (40% negative or unsure vs. 60% positive) • Considerable interest at AICC meetings and in the training community in general • Significant promise – lower development and lifecycle cost; greater throughput; easier distribution; safer;more motivating • Modest research base

  6. Taxonomy Taxonomy based on effectiveness studies on 3D visual environments The 3D visual environment provides: • Single or Independent Viewpoints • Presents a single visual scene or several independent scenes where the task is trained • Example: a maintenance action involving components inside an access panel • Interrelated Viewpoints that Must Be Integrated • Presents separate but interrelated visual scenes where the task occurs and understanding requires that they be integrated • Example: Understanding physical/spatial relationships of components after navigating a aircraft subsystem • Supplemental Viewpoints • Presents perspectives that supplement real-world visual information on the task domain and data must be integrated across real and virtual scenes • Example: Providing wingman’s view of flight maneuver to supplement cockpit displays • Virtual Classroom • Presents the environment in which training occurs (e.g., Second Life) • Example: Safety training delivered by your CEO’s avatar in a virtual classroom

  7. Single or Independent Viewpoints • Presents a single visual scene or several independent scenes where the task is trained • Nine studies reviewed • Research involving a variety of task types • Procedural (e.g., maintenance, medical) • Judgment, decision-making (e.g., peace-keeping operations) • Psychomotor skills (e.g., medical, calibration) • Seek realism in 3D environment • Comparisons are often weak, e.g., training compared to no training • Failure to reject null hypothesis is interpreted as “no difference” • Dependent measures may be limited, e.g., reaction measures • 3D visual environments appear adequate to present single or independent viewpoints • Positive results compared to no-training are common • Differences from traditional approaches (e.g., classroom) or among different VE interventions occur

  8. Interrelated Viewpoints • Presents separate but interrelated visual scenes where the task occurs and data must be integrated across them • Spatial navigation training • Participants must integrate separate scenes along a virtual route into a “survey map” • Substantial research base, with opportunity for transfer testing • Findings • Training in the physical environment is better • Training with maps often better as well (e.g., Philbin et al., 1998) • Significant variability in post-VE training performance is common “…as a consequence of the large intersubject variation, any attempt to show that the performance of one system is significantly better than that of another is hopeless” (Durlach, et al., 2000, p 596)

  9. Interrelated Viewpoints • Spatial Navigation Training studies (cont.) • “An assessment of individual differences in spatial knowledge of real and virtual environments” (Waller, 1999) • Replicated variability following VE-based training: Error in pointing to unseen locations more than 18 times greater after VE-based training • Factors correlated with VE learning • Spatial ability (particularly spatial visualization measures such as ETS paper folding, VZ-2) • Student controlled practice time and maneuvering speed • Factors not significantly correlated: Verbal ability; Computer use; Gender; Spatial accuracy of real world learning • People’s ability to learn spaces from VE is mediated by spatial ability

  10. Interrelated Viewpoints • Compared to hardware-based training, VE trained students showed 10-15 times more variability on some tasks • Factors examined to explain variability • Prior experience with tools – generally beneficial, but effect is universal • Exposure to 3-D computer games – no effect • Immersive tendencies – no effect • Extended practice with 3-D interface – no effect • Spatial visualization, ETS paper-folding test was significantly correlated • Re-positioning the part (so that VE provided a single viewpoint) improved learning • Other interventions that help provide a single viewpoint also increased learning • VE-based maintenance training – integrating views of hidden structure

  11. Supplemental Viewpoints • Presents perspectives that supplement real-world visual information on the task domain and data must be integrated across real and virtual scenes • There are strong claims for using supplemental 3D visual data “It is generally not appreciated that realism has fundamental limitations in VE-assisted training of spatial behavior” (Durlach, et al., 2000, p 599) • But little research to support such a claim • Two studies reviewed • ROV piloting • VE used to supplement system video • VE-trained participants showed significantly greater variability on a transfer task • Spatial ability (paper folding test) correlated with performance following VE-based training • Orthographic drawing • Wireframe vs. solid model (supplemental) training materials • Learning better with the simpler wireframe

  12. Virtual Classroom • Presents the environment in which training occurs rather than where the task occurs, e.g., a virtual classroom in Second Life • Example, CDC Island in Second Life • Contains virtual conference center and classrooms • Also contains areas for modeling/role playing healthy behaviors (providing single or independent viewpoints) • Three studies reviewed, with 2 reporting only reaction measures • Third study examined recall from 15 minute seminar delivered: • In person • In virtual classroom on desktop • As audio • In virtual classroom on head-mounteddisplay (HMD) • Recall from in-person experience exceeded that from audio and the HMD • Higher recall from desktop that approached significance compared to HMD

  13. Virtual Classroom (cont.) • Some researchers suggest that virtual classrooms may be similar in impact to traditional distance learning • Using computer-generated avatars in place of video/audio feeds of students and instructor • Traditional DL findings • Primarily focused on knowledge • Potential significant savings in travel • Similar level of interaction and attention to individual differences as classroom • May have learning disruption due to quality of technology • Tendency of instructor to be preoccupied with monitoring class rather than teaching

  14. Draft Recommendations

  15. Notes on Studies Reviewed

  16. Single or Independent Viewpoints

  17. Single or Independent Viewpoints

  18. Interrelated Viewpoints

  19. Interrelated Viewpoints

  20. Supplement Viewpoint

  21. Virtual Classroom

  22. Discussion… And A RequestPlease forward any published research on the use of 3D models in training that have a learning or behavior measureStudies that show effects on speed, cost, throughput, etc., without equivalent or better learning are of limited usefulness

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