Training in virtual environments: putting theory into practice

Advances in Virtual Reality (VR) systems, Intelligent Tutoring Systems and Agent Technology make it possible to design and develop Virtual Training Environments (VTEs), where the trainees can immerse themselves and interact directly with the learning domain. This paper presents the Interaction Specification Workspace (ISW) architecture for the specification and design of virtual environments for training purposes. ISW architecture provides the interaction designer with the capability to specify the training interaction with the virtual environment using the Virtual Reality Multi Flow Graph (VR-MFG) as the underlying interaction specification model. ISW implements a design space, where the processes of interaction specification and design of VTEs take place inside a three-dimensional virtual environment, the objects of which are tools by themselves. Inside this workspace, the designer can associate the abstract objects (the components of the VR-MFG) with “actual” objects of the target virtual environment (kept in a “world” database) and apply a number of agent templates with training capabilities.

As one of the most expensive and frequently used resources, cranes play an essential role in the operation of activities on construction sites. They require certified operators whose knowledge of codes and regulations is essential for safe and productive lift tasks. Blind spots pose a significant issue for crane operators as they limit the crane operator’s field-of-view that potentially slows down execution of such tasks. Often collaboration between crane operators and ground personnel is limited and requires advanced communication techniques, such as radios, to resolve the limited visibility issue. Although visualization technology has been widely adopted in practice to enhance visibility, education and training programs related to cranes lack multi-user collaboration environments. This paper presents an approach towards developing a virtual training environment that allows multiple subjects to participate in lifting operations cooperatively. Through a 3D real-time immersive user visualization interface users are able to perform hands-on tasks such as operating cranes and directing blind lifts. In addition, geometry constraints and safety hazards are introduced to augment the simulation-fidelity of the virtual training environment. A test involving two users was conducted and the results show that the proposed approach can effectively simulate collaborative tasks in crane lifting operations. This study has potential to enhance the productivity and safety of crane lifting operations.

Enhancing virtual environment spatial awareness training and transfer through tactile and vestibular cues

We present in this paper researches focused on specification and production of virtual training environments. The use of Virtual Environments (VE) for training is strongly stimulated by important needs of training on sensitive equipment. But the development of such applications is generally done in new projects, where the reusability of existing developments is a major issue. We present here a platform of development, based on internal models that have been designed to achieve this reusability and standardization for the efficient development of new virtual environments. We defined a new generic model named STORM, used to describe reusable behaviors for 3D objects and reusable interactions between those objects or with humans. We also defined a scenario language named LORA, which allow non-computer scientists author various and complex sequences of tasks in a virtual scene. Based on those models, as an industrial validation with Nexter-Group, we have created 20 operational scenarios of maintenance virtual training on military equipments. We are also begining to create collaborative environments, where virtual and real humans have to collaborate to achieve their procedures.

A new auditory orientation training system was developed for blind people using acoustic virtual reality (VR) based on a head-related transfer function (HRTF) simulation. The present training system can reproduce a virtual training environment for orientation and mobility (O&M) instruction, and the trainee can walk through the virtual training environment safely by listening to sounds such as vehicles, stores, ambient noise, etc., three-dimensionally through headphones. The system can reproduce not only sound sources but also sound reflection and insulation, so that the trainee can learn both sound location and obstacle perception skills. The virtual training environment is described in extensible markup language (XML), and the O&M instructor can edit it easily according to the training curriculum. Evaluation experiments were conducted to test the efficiency of some features of the system. Thirty subjects who had not acquired O&M skills attended the experiments. The subjects were separated into three groups: a no-training group, a virtual-training group using the present system, and a real-training group in real environments. The results suggested that virtual-training can reduce "veering" more than real-training and also can reduce stress as much as real training. The subjective technical and anxiety scores also improved.

A fire disaster has the highest occurrence of frequency among disasters. A fire presents some of the characteristics of a disaster because of the highly destructive action of fire and of the considerable number of victims. Fire rescue is very essential in fire disaster emergency response. Disaster planning and response require ever more scientific elaboration and technological support. The paper establishes applications of fire disaster simulation and virtual fire training by using our Collaborative Virtual Geographic Environment (CVGE) platform-CySim, which is developed based on open source OpenSimulator server and Second Life client. The approach links fire simulation and human behaviour rehearsal to virtual environment, thus provides a flexibility interaction platform and distributed and collaborative learning network for disaster knowledge learning and virtual training. Users (trainers) can play it again and again, until they get it right. It therefore can be a replacement of live simulation training of fire disaster.

This article examines the effectiveness of using virtual reality training environments for procedural training in fourth generation airliners. It is based on a study that assessed whether the training outcomes from a current recurrent training course for FAA certificated airframe and power plant technicians, which used a full flight simulator (FFS) to deliver and assess training, differed from the same training delivered using a virtual reality (VR) device. The study used an experimental design with three groups, and two within-group measures of training effectiveness. The control group followed the current training programme and was assessed in the FFS, while the second group was trained using a VR device and was subsequently assessed in the FFS. Training effectiveness was assessed using a modified Global Evaluative Assessment of Robotic Skills (GEARS) tool that measured both cognitive and psychomotor aspects of learning alongside the time to successful completion of the assessed task was also measured. The population sampled for the study were all Federal Aviation Administration (FAA) certificated airframe and power plant technicians who were engine-run qualified; a total sample of 100 was used to achieve a 95% confidence interval ( p < 0.05). The hypothesis under test was that there is no difference in test performance between the three groups. A multivariate analysis of covariance (MANCOVA) analysis was performed using the GEARS scores and time to completion as variables, and the null hypothesis was retained. The VR system, as tested, was found to provide equivalent task performance to the traditional training method. Recommendations for future research and ongoing application of the specific experimental methodology were provided.

Task-specific training in virtual environments (VEs) can provide practice for skills that are transferred to real-world settings. The present study examined skill acquisition and retention of a non-injured population performing a sensorimotor navigation task in the Computer Assisted Rehabilitation Environment (CAREN). Seventeen subjects participated twice weekly for 6 weeks, with follow-up visits at 3-month intervals for one year. Subjects performed a navigation task, where they drove a virtual boat through a scene using weight shifting and body movement. Subjects improved over time on all outcome measures. A significant effect was observed for visit number on total score, time to complete the task, number of buoys navigated successfully, and number of penalties incurred. No differences were observed between the last training visit and any follow-up visit. Task-specific training in immersive VEs may be effective for warfighter operational skills training and rehabilitation of wounded warriors, by utilizing tasks that lead to long-term retention.

The next generation of virtual environments for training is oriented towards collaborative aspects. Therefore, we have decided to enhance our platform for virtual training environments, adding collaboration opportunities and integrating humanoids. In this paper we put forward a model of humanoid that suits both virtual humans and representations of real users, according to collaborative training activities. We suggest adaptations to the scenario model of our platform making it possible to write collaborative procedures. We introduce a mechanism of action selection made up of a global repartition and an individual choice. These models are currently being integrated and validated in GVT, a virtual training tool for maintenance of military equipments, developed in collaboration with the French company NEXTER-Group.

BackgroundPattern recognition technology allows for more intuitive control of myoelectric prostheses. However, the need to collect electromyographic data to initially train the pattern recognition system, and to re-train it during prosthesis use, adds complexity that can make using such a system difficult. Although experienced clinicians may be able to guide users to ensure successful data collection methods, they may not always be available when a user needs to (re)train their device.MethodsHere we present an engaging and interactive virtual reality environment for optimal training of a myoelectric controller. Using this tool, we evaluated the importance of training a classifier actively (i.e., moving the residual limb during data collection) compared to passively (i.e., maintaining the limb in a single, neutral orientation), and whether computational adaptation through serious gaming can improve performance.ResultsWe found that actively trained classifiers performed significantly better than passively trained classifiers for non-amputees (P < 0.05). Furthermore, collecting data passively with minimal instruction, paired with computational adaptation in a virtual environment, significantly improved real-time performance of myoelectric controllers.ConclusionThese results further support previous work which suggested active movements during data collection can improve pattern recognition systems. Furthermore, adaptation within a virtual guided serious game environment can improve real-time performance of myoelectric controllers.

The mechanisms influencing neuromuscular adaptations in the upper limb within dynamic environments remain understudied, especially when exposed to altered visual and emotional conditions such as those simulated in virtual reality (VR). Here we utilize VR to manipulate visual feedback, inducing motion sickness and modulating sympathetic arousal, while assessing adaptations in sensorimotor integration in the upper extremity using electrically evoked and muscle stretch reflexes. Eighteen healthy young adults experienced four experimental conditions while sustaining submaximal activation of their flexor carpi radialis (FCR) muscle by isometrically supporting a weighted load: baseline real-world (Pre-VR), stationary VR (VR-BL), dynamic VR with motion perception via a virtual rollercoaster ride (VR-C), and post-VR following re-entry to the real environment (Post-VR). Muscle activity was monitored via electromyography (EMG), while reflex activity was assessed using electrical (H-reflexes) and mechanically induced (noisy tendon vibration; NTV) reflexes in the FCR. Additionally, electrodermal activity (EDA) and psychosocial indicators of motion sickness (subjective questionnaires) were measured throughout. H-reflex amplitude was suppressed during VR-C, which persisted into Post-VR; whereas NTV-reflexes were unaffected across conditions. Sympathetic arousal (e.g., EDA) and motion sickness symptoms increased significantly during VR-C compared to Pre-VR, but rapidly returned to baseline Post-VR. EMG within the target muscle (FCR) as well as in the brachioradialis was maintained across conditions, though increased activation was observed in the biceps brachii beginning at the onset of VR immersion (VR-BL). These findings suggest suppression of spinal excitability (H-reflex) when the perception of motion (VR-C) was added to a stationary VR experience. Meanwhile, muscle spindle sensitivity (NTV-reflex) remained consistent, highlighting potential fusimotor adaptations to maintain sensorimotor function under altered visual and emotional states. Persistent H-reflex suppression post-VR indicates lingering neuromuscular effects of immersive VR, underscoring the need for further exploration of VR's implications for rehabilitation and virtual training environments.

: The Virtual Environment Training for Engineering (VET-E) project was conducted for the Chief of Naval Operations (OPNAV, N869). This work was sponsored by the Bureau of Naval Personnel (PERS-OOH). The operational goal was to develop a training environment that would enable engineering officers to adequately assess the material condition of a ship's propulsion plant. The technical goal was to: (1) develop and demonstrate desktop virtual environment (VE) training for the prospective engineering officer, (2) select and demonstrate the instructional strategies necessary for training material assessment in a virtual environment (VE), and (3) demonstrate the effectiveness of VE technology in improving the performance of Engineering Officers. This report documents the technical approach, instructional approach, and evaluation plan for VET-E. The project will be completed by Naval Air Warfare Command, Training Systems Division (NAWCTSD), Orlando, FL, following the Transfer of Function of the Navy Personnel Research and Development Center, Classroom and Afloat Training Division, effective 1 February 1998.

We develop a computer-based training system to simulate laparoscopic procedures in virtual environments for medical training. The major hardware components of our system include a computer monitor to display visual interactions between 3D virtual models of organs and instruments together with a pair of force feedback devices interfaced with laparoscopic instruments to simulate haptic interactions. We simulate a surgical procedure that involves inserting a catheter into the cystic duct using a pair of laparoscopic forceps. This procedure is performed during laparoscopic cholecystectomy to search for gallstones in the common bile duct. Using the proposed system, the user can be trained to grasp and insert a flexible and freely moving catheter into the deformable cystic duct in virtual environments. The associated deformations are displayed on the computer screen and the reaction forces are fed back to the user through the force feedback devices. A hybrid modeling approach was developed to simulate the real-time visual and haptic interactions that take place between the forceps and the catheter, as well as the duct; and between the catheter and the duct.

This study developed and tested a research model which examined the impact of user perceptions of self-efficacy (SE) and virtual environment (VE) efficacy on the effectiveness of VE training systems. The model distinguishes between the perceptions of one's own capability to perform trained tasks effectively and the perceptions of system performance, regarding the established parameters from literature. Specifically, the model posits that user perceptions will have positive effects on task performance and memory. Seventy-six adults participated in a VE in a controlled experiment, designed to empirically test the model. Each participant performed a series of object assembly tasks. The task involved selecting, rotating, releasing, inserting and manipulating 3D objects. Initially, the results of factor analysis demonstrated dimensionality of two user perception measures and produced a set of empirical validated factors underlining the VE efficacy. The results of regression analysis revealed that SE had a significant positive effect on perceived VE efficacy. No significant effects were found of perceptions on performance and memory. Furthermore, the study provided insights into the relationships between the perception measures and performance measures for assessing the efficacy of VE training systems. The study also addressed how well users learn, perform, adapt to and perceive the VE training, which provides valuable insight into the system efficacy. Research and practical implications are presented at the end of the paper.

For the last few decades, there was tremendous interest in harnessing 3D virtual environments for education and training. Multi-user game-like environments make use of non-player characters and quest activities in tutoring and training. This approach incorporates successful active learning and incremental progress. This article presents issues encountered while adapting the multi-user online game genre for educational virtual environments. In this endeavour, non-player characters play a central role in organising and delivering educational content. Educational virtual environments call for additional kinds of extension beyond generic user content creation as delivered in some virtual worlds like Second Life. Support for these environments will emphasise the creation of new activities. A set of libraries and techniques named portable non-player character tutors and quests reduces the effort needed to develop and integrate educational non-player characters. These non-player characters are introduced in CVE, a platform for rapidly developing educational virtual environments. The portable non-player character tutors and quests framework enables formatted web-based exercises, quizzes, and educational content to be incorporated into virtual worlds, reducing the effort needed to create new content. The framework presented in this article introduces initial non-player characters that support educational quest activities to the 3D environments users.