The VRSciT project (2020-1-PT01-KA204-078597) has been funded with support from the European Commission. This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Using virtual reality for professional training practices: exploring the factors of applying stereoscopic 3D technologies in knowledge transfer

Study Field
Design, Environmental Education, Training, Science Communication
Summary
Current research has constantly highlighted the significance of developing a learning culture with a robust knowledge sharing and transfer process in knowledge-based societies. The emergence of stereoscopic 3D virtual technologies provides organizations with an opportunity to develop immersive and virtual professional training practices for employees’ transformative learning. This research gathered data from a survey of 326 respondents to investigate employees’ virtual learning experiences in a virtual learning environment (VLE). The results show that a successful VLE model could possibly enhance employees’ learning motivation, process, and satisfaction. The empirical evidence of this research suggests that there are three key components of framework for actual implementation; they are (1) the careful selection of VLE; (2) the appropriate design of pedagogical strategies; and (3) the effective use of virtual stimuli which involves the factors of the stereoscopic 3D visualization, telepresence, and multisensory interactions.
Innovative VR tools and techniques
● The more freely the users can explore the VLE and move virtual objects, the more they can experience a sense of interactivity.
● “Interactivity” in a VLE is much more essential than the richness of information and visual impacts.
VR in education
● The traditional ways of knowledge acquisition and tacit knowledge transfer will be changed from a face-to-face and synchronized manner to virtual and desynchronized practices.
● Results show that a successful VLE model could possibly enhance employees’ learning motivation, process, and satisfaction.
● VLE and other forms of computer-simulated environment have proven to be an effective training and learning model.
● Real-world simulation is able to enhance employees’ learning experience in situated learning practice.
● Informative learning helps learners acquire knowledge that satisfies their needs, whereas transformative learning changes their needs and values.
● Transformative learning is a four-stage process: (1) rejection, (2) comprehension, (3) application, and (4) integration.
● Motivating employees to generate new ideas is not a concern, rather, making them apply the new ideas in their daily tasks is difficult
● VR and simulated environment are able to scaffold learners’ learning by providing them with an individualized learning activity.
● The ultimate goal of implementing a learning organization is to help employees improve knowledge, perform new tasks and, more importantly, motivate them to learn.
● ‘Virtuality’ could work as a stimulus for the learning organization.
● VLE in learning organization provides employers with cost-effective and rapid experimentation of any new ideas.
● Immersion defines how much the users consider themselves to be immersed in the virtual world; this is occasionally referred to as physical presence, the sense of ‘being there’.
● The sense of telepresence potentially facilitates individuals’ learning experiences.
● Creating a sense of telepresence is dependent on two major factors, (1) vividness and (2) interactivity.
● The use of different channels and senses in training courses has positive effects on an individual’s behavioral changes in learning motivations and patterns.
● Sense of telepresence experience, stereoscopic 3D visualization, and multisensory interaction had more predictive indicators on employees’ transformative learning process and satisfaction.
● Realistic displays, immersion, and multisensory are essential to learners’ motivation.
Reference
Lau, K.W., Lee, P.Y. Using virtual reality for professional training practices: exploring the factors of applying stereoscopic 3D technologies in knowledge transfer. Virtual Reality (2021).

The VRSciT Project

The VRSciT project (2020-1-PT01-KA204-078597) has been funded with support from the European Commission. This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.