Grassini Simone, Laumann Karin, Rasmussen Skogstad Martin
Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway.
NTNU Social Research, Studio Apertura, Trondheim, Norway.
Front Psychol. 2020 Jul 17;11:1743. doi: 10.3389/fpsyg.2020.01743. eCollection 2020.
Virtual reality (VR) offers novel ways to develop skills and learning. This technology can be used to enhance the way we educate and train professionals by possibly being more effective, cost-efficient, and reducing training-related risks. However, the potential benefits from virtual training assume that the trained skills can be transferred to the real world. Nevertheless, in the current published scientific literature, there is limited empirical evidence that links VR use to better learning. The present investigation aimed to explore the use of VR as a tool for training procedural skills and compare this modality with traditional instruction methods. To investigate skill development using the two forms of training, participants were randomly divided into two groups. The first group received training through an instructional video, while the second group trained in VR. After the training session, the participants performed the trained task in a real setting, and task performance was measured. Subsequently, the user's experienced sense of presence and simulator sickness (SS) was measured with self-report questionnaires. There were no significant differences between groups for any of the performance measures. There was no gender effect on performance. Importantly, the results of the present study indicate that a high sense of presence during the VR simulation might contribute to increased skill learning. These findings can be used as a starting point that could be of value when further exploring VR as a tool for skill development.
虚拟现实（VR）为技能培养和学习提供了新颖的方式。这项技术可用于改进我们教育和培训专业人员的方式，因为它可能更有效、成本更低，并能降低与培训相关的风险。然而，虚拟培训的潜在益处取决于所培养的技能能否应用到现实世界中。尽管如此，在目前已发表的科学文献中，将VR的使用与更好的学习联系起来的实证证据有限。本研究旨在探索将VR作为一种培训程序技能的工具，并将这种方式与传统教学方法进行比较。为了研究使用这两种培训形式时的技能发展情况，参与者被随机分为两组。第一组通过教学视频接受培训，而第二组在VR环境中进行培训。培训课程结束后，参与者在实际环境中执行所培训的任务，并对任务表现进行测量。随后，通过自我报告问卷来测量用户的临场感和模拟器晕动症（SS）。在任何一项表现指标上，两组之间均无显著差异。表现不存在性别效应。重要的是，本研究结果表明，VR模拟过程中的高度临场感可能有助于提高技能学习效果。这些发现可作为一个起点，在进一步探索将VR作为技能发展工具时可能具有价值。
