220 likes | 290 Views
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
E N D
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 • Supplemental Viewpoints of the Task Domain • Virtual Classroom • Discussion and Directions
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
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
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
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
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
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)
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
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
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
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
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
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