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Auflistung nach Schlagwort "Virtual Reality Training"

1 - 4 von 4
  • Konferenzbeitrag
    Browser-Based, VR-Enhanced Vocational Training of Nursing Staff With and Without Migration Background
    (Mensch und Computer 2022 - Tagungsband, 2022) Hentschel, Tino; Neuhöfer, Jan
    To ensure high standards in nursing and healthcare, an effective conveyance of procedures and knowledge is essential during vocational training. At this point, we, the Department of Media Technology at Hamburg University of Applied Sciences, in cooperation with Knappschaft Kliniken GmbH, want to make a significant contribution with our project ‘PflegeDigital 2.0’, funded by the German Federal Ministry of Health. Our demo shows a fully digital, modular learning solution, comprising an overall of 22 interactive multilingual e-learning modules that can be used in the web browser on either a mobile device or a PC. Each module teaches in-depth a specific, essential nursing procedure, utilizing high-resolution 3d rendered images, detailed text, and professional audio narration. As a unique feature, trainees can additionally practice selected, motorically exceptionally demanding steps in immersive Virtual Reality (“VR nuggets”). To make switching between e-learning modules and VR nuggets more accessible, the latter’s implementation is based on W3C-Standard WebXR, which allows execution in a web browser, too. In this way, both the e-learning modules as well as the VR nuggets can be deployed and managed complementarily in Learning Management Systems like Moodle.
  • Konferenzbeitrag
    Comparing Virtual Reality and Screen-based Training Simulations in Terms of Learning and Recalling Declarative Knowledge
    (DELFI 2020 – Die 18. Fachtagung Bildungstechnologien der Gesellschaft für Informatik e.V., 2020) Meyer, Leonard; Pfeiffer, Thies
    This paper discusses how much the more realistic user interaction in a life-sized fully immersive VR Training is a benefit for acquiring declarative knowledge compared to the same training via a screen-based first-person application. Two groups performed a nursing training scenario in immersive VR and on a tablet. A third group learned the necessary steps using a classic text-picture-manual (TP group). Afterwards all three groups had to perform a recall test with repeated measurement (one week). The results showed no significant differences between VR training and tablet training. In the first test shortly after completion of the training both training simulation conditions were worse than the TP group. In the long-term test, however, the knowledge loss of the TP group was significantly higher than that of the two simulation groups. Ultimately, VR training in this study design proved to be as efficient as training on a tablet for declarative knowledge acquisition. Nevertheless, it is possible that acquired procedural knowledge distinguishes VR training from the screen-based application.
  • Zeitschriftenartikel
    Ist weniger mehr? – Designprinzipien für Virtual Reality Training aus kognitionspsychologischer Sicht
    (HMD Praxis der Wirtschaftsinformatik: Vol. 56, No. 4, 2019) Rau, Vanessa; Niemöller, Dirk; Berkemeier, Lisa
    Immersive Virtual Reality Trainings sind inzwischen in der Industrie eine praktikable Möglichkeit, Mitarbeiter flexibel und effektiv weiterzubilden. Sie stellen eine realitätsnahe Schulungsmöglichkeit dar, die gleichzeitig Kosten einsparen kann und logistische Prozesse vereinfacht. Weit verbreitet ist die Annahme, dass ein Training umso effektiver ist, je detailgetreuer und realitätsnäher die virtuelle Umgebung und darin befindliche Objekte nachgebildet sind. Diese reale, virtuelle und immersive Umgebung führt dazu, dass der Mensch sich dort präsent fühlt und somit ein Transfer des im Virtuellen Erlernten bzw. Erlebten in die Realität leichter fällt. Aus psychologischer Sicht gibt es allerdings Ansätze, die diese Annahme des größtmöglichen Realismus in virtuellen Umgebungen in Frage stellen könnten. Es besteht eine Nachfrage für virtuelle Trainings, die auf die notwendigen Aspekte für einen erfolgreichen Lerntransfer reduziert sind und eine einfache und intuitive Kommunikation zwischen Mensch und Maschine ermöglichen. Entwicklern fehlen entsprechende Gestaltungsrichtlinien, dadurch wird ein zeit- und kosteneffizientes Design dieser virtuellen Trainings erschwert. Vor diesem Hintergrund wurde eine systematische Literaturrecherche und -analyse durchgeführt, auf deren Basis Designprinzipien für virtuelle Trainings extrahiert wurden. Die Übertragung bestehender Studien aus verwandten medizinischen und sicherheitsrelevanten Bereichen fließt dabei in die Prinzipien ein. Im Fokus des Beitrags stehen kognitionspsychologische Konzepte und daraus resultierende Designprinzipien, die für effektive virtuelle Trainingsanwendungen herangezogen werden können. Immersive Virtual Reality trainings have become a practicable way in the industry to train employees flexibly and effectively. They represent a realistic training opportunity that can save costs and also simplify logistical processes. It is widely assumed that the more detailed and realistic virtual environments and objects in it are reproduced, the more effective trainings will be. An immersive virtual environment evokes a feeling of being present there and thus a learning transfer into reality is easier. From a psychological point of view, however, there are approaches that could question this assumption of the greatest possible realism in virtual environments. There is a demand for virtual trainings, which are reduced to the necessary aspects for a successful transfer of learning and enable a simple and intuitive human-computer-interaction. Developers lack appropriate design guidelines, which makes time and cost-efficient designs of these virtual trainings difficult. With that in mind, a systematic literature research and analysis was carried out, on the basis of which design principles for virtual trainings were extracted. The transfer of existing studies from related medical and safety-relevant areas is incorporated into the principles. The focus of the paper is on cognitive psychology concepts and resulting design principles, which can be used for the design of effective virtual training applications.
  • Konferenzbeitrag
    Virtual Reality-based Digital Reusable Learning Objects in Healthcare Training (ViRDiPA): 360°-Video Trainings
    (DELFI 2020 – Die 18. Fachtagung Bildungstechnologien der Gesellschaft für Informatik e.V., 2020) Meyer, Leonard; Pfeiffer, Thies
    Training and education in Virtual Reality has become a widely discussed field in research and teaching. One decisive aspect is the efficient creation of content. Especially creating detailed virtual 3D environments and integrating specific training procedures is usually time consuming and/or expensive. Furthermore, these scenarios often cannot be created by the trainers themselves. The goal of the project is therefore to enable instructors and teachers to quickly create their own trainings using pre-created content (Digital Reusable Learning Objects) and 360°-images for easy virtual environment creation. Based on a developed and evaluated concept, an authoring tool is to be created to enable this generation of educational content in the field of healthcare. Important parts of the development are enabling of multi-user interaction and integration into existing learning management systems.