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Virtual Reality Lab Station #1 Note. Rudder pedals not shown. Photo used with permission, © Martin Kurkchubasche (2021).
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Virtual reality (VR) flight training programs are being developed as a low-cost, highly realistic training option and tested to ensure user expectations for skills mastery are met. A usability pilot study was conducted in two experimental courses comparing the training effectiveness of 2D and VR simulation for flight training at a university in the...
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... VR group used the gaming computers and an HTC Vive Pro VR Head Mounted Display (HMD). Figure 1 illustrates the VR setup. The simulation training modules provided procedural training for seven specific maneuvers and basic flight skills required for private pilot certification, as detailed by the FAA ACS (Airman Certification Standards; FAA, 2020). ...
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... There has recently been a great deal of interest in replicating or augmenting real-world tasks with virtual, mixed, or augmented reality systems (XR). From medicine [21,26] to engineering [32], and even flight simulations [8], these systems aspire to create an engaging environment that supports learning in an affordable, accessible, and realistic manner. However, the fidelity at which these tasks can be reliably replicated will always be restricted by the capability of the hardware used [15], leading to issues or limitations in the simulation. ...
... Finally, while the strike and dip lesson was chosen as our experimental task as it covers a wide range of possible interactions on small objects, it is unclear whether our proposed techniques would be applicable to a wide range of scenarios such as medicine [21,26] and flight simulations [8], or whether alternative techniques are required to faithfully recreate them in the virtual world. ...
Though virtual reality has repeatedly seen usability improvements through higher fidelity headsets, interacting with small objects has remained an issue due to a reduction in visual acuity. Given the current uptake of virtual reality platforms and the range of real world applications that they may be used for, it is worth considering how such interactions can be accounted for. We propose three techniques for improving the usability of small objects in virtual environments: i) expanding them in place, ii) showing a zoomed-in twin above the original object, and iii) showing a large readout of the object's current state. We conducted a study comparing each technique's usability, induced presence, and effect on short-term knowledge retention in a VR training scenario that simulated the common geoscience exercise of measuring strike and dip. Participant feedback highlighted the need for this research, however simply scaling the area of interest may not be enough to improve the usability of information-bearing objects, while displaying this information in large text format can make tasks faster to complete at the cost of reducing the user's ability to transfer knowledge they've learned to the real world. We discuss these results and their implications for the design of future virtual reality experiences.
... Lawrynczyk (2018) found that user experience and performance measures were comparable between simulator and VR flight training groups, but those who trained in VR experienced higher cognitive load. Researchers often collect subjective data regarding how students perceive a given technology will benefit flight training (Bürki-Cohen & Go 2005;Bürki-Cohen et al. 2007;Fussell et al. 2019;Fussell and Hight 2021). However, the studied simulation technologies were generally simulators as opposed to VR. ...
Virtual reality (VR) is being researched and incorporated into curricula and training programs to expand educational opportunities and enhance learning across many fields. Although researchers are exploring the learning affordances associated with VR, research surrounding students’ perceptions of the technology, and intentions to use it for training has been neglected. The goal of this research was to determine the factors that influence students’ intention to use VR in a dynamic learning environment. An extended Technology Acceptance Model (TAM) was developed that incorporates factors related to education and the use of VR technology in training environments. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) processes were employed. Nine of 14 hypotheses in the original model were supported, and eight of the nine predictor factors of the model were determined to directly or indirectly impact behavioral intention (BI). The original TAM factors had the strongest relationships. Relationships between factors particularly relevant to VR technology and learning were also supported. The results of this study may guide other educators interested in incorporating VR into a dynamic learning environment.
... More research is required to understand how learning flight maneuvers in an immersive virtual environment (i.e., VR) impacts academic performance and skill mastery as compared to a less immersive (i.e., 2D) environment. An additional study is planned to assess the usability of the 2D and VR simulations using data collected at the end of the course (Fussell & Hight, 2021). This will provide insight into the perceived workload, learning efficiency, enjoyment, and other aspects associated with the usability of simulations for training. ...
Virtual reality (VR) has found increased use in transportation workforce development. VR offers an immersive and interactive approach to training. This study presents the development and implementation of an interactive VR training module designed for a work zone flagger training course. The module allows up to two trainees to perform the following flagging activities using a pair of VR controllers: (1) turn the STOP/SLOW paddle; (2) teleport to a specific location; and (3) pick up and move traffic cones to direct traffic. A pilot test was first conducted to obtain feedback from course instructors and 12 staff of the Missouri Department of Transportation (MoDOT). The revised module was then implemented at two MoDOT flagger training courses, with 28 MoDOT staff participating. The developed module was evaluated using three instruments—a system usability scale, self-reported engagement, and trainee behavioral measures. The results showed that the VR flagger training module achieved the majority of the intended outcomes. Over 82% of participants strongly agreed or agreed that the VR module helped them focus more during the overall work zone training and 93% of participants stated that VR made them feel more positive about their overall training experience. The behavioral analysis helps instructors evaluate whether trainees accurately followed the safety procedures and guidelines and offer individualized feedback. The evaluation also gathered additional feedback from participants and instructors, leading to further refinements in the VR training module development and implementation.
The article considers important aspects for the Digital Earth project: Virtual reality application technology as an example of technology using big data. The author pays attention to the history of the emergence of virtual reality, as well as the areas of its application. The article emphasizes the importance and prospects of the technology. Several examples of the use of virtual reality, which are of great importance, are considered. The data and forecasts on investment investments in the development of virtual reality are presented. The statistics not only demonstrate the main areas of application, but also the difficulties faced by both companies and users. Particular attention is paid to one of the important issues that are highlighted by the Digital Earth community within the framework of promising areas of development – the security of society. The use of virtual reality opens up new opportunities for both the armed forces and the judiciary.
Virtual reality (VR) technology has developed rapidly in recent years with head-mounted displays (HMDs), which provide immersive VR experiences by inserting users into an artificially constructed digital world. However, there is currently no standardized tool for measuring usability in VR environments. The purpose of this study was to provide initial validation of the GUESS-18, a usability questionnaire for video games, for measuring usability of VR in a gaming environment. Participants played a racing game with an HMD in VR and a traditional monitor and completed the GUESS-18 and the System Usability Scale (SUS). Confirmatory factor analysis was performed to determine GUESS-18 validity. The Comparative Fit Index (CFI) and Root Mean Square Error of Approximation (RMSEA) values indicate appropriate model fit, with values of 0.967 and 0.056, respectively. Internal consistency (Cronbach’s alpha) was satisfactory for all factors except for social connectivity. Scores from the GUESS-18 were significantly higher with VR by about 6.4%, but SUS scores were equivalent between display types. Playing the game in VR resulted in greater immersion and personal gratification than playing with the monitor. Overall, the GUESS-18 can measure usability of VR games as it distinguishes VR from traditional monitor environments and shows satisfactory validity and consistency.
Aviation has been using flight simulators for pilot training for a long time. Desktop simulators are a more cost-effective, efficient and accessible alternative to an expensive high-cost, high-fidelity flight training devices. Despite the benefits, desktop simulators are rarely seen in flight schools and flight instructors hardly recommended them for early stages of training. Therefore, this study investigated the perception of flight instructors about the usefulness of desktop simulators in flight training and the ways they can be used in the early stages the training. An ethnographic study was conducted in a flight school in Australia via observation and in-depth interviews. Despite the documented benefits of using desktop simulators, there seems to be a hesitancy by flight instructors to encourage students to use these devices because students: build bad habits if they misinterpret what they have been taught and practise without supervision, tend not to trim the aircraft, apply too much force on the controls, and look down at the instruments very often and do not look out. We conclude that this negative perception about the technology can be holding back further progress in improving the quality of flight training and preventing students from embracing the technology to enhance their learning.
