Investigating Whether the Mass of a Tool Replica Influences Virtual Training Learning Outcomes

• Published in: IEEE transactions on visualization and computer graphics Vol. 30; no. 5; pp. 2411 - 2421
• Main Authors: Cauquis, Julien, Peillard, Etienne, Dominjon, Lionel, Duval, Thierry, Moreau, Guillaume
• Format: Journal Article
• Language: English
• Published: United States IEEE 01.05.2024; The Institute of Electrical and Electronics Engineers, Inc. (IEEE); Institute of Electrical and Electronics Engineers
• Subjects: Cognitive load; Completion time; Computer Science; Drilling; Educational objectives; Graphics; Learning; NASA; Prop Design; Pupils; Task analysis; Training; User Study; Virtual Reality; Virtual Training; Visualization; Weight Perception; Weight Perception; Virtual Training; Prop Design; User Study; Virtual Reality
• ISSN: 1077-2626; 1941-0506; 1941-0506
• DOI: 10.1109/TVCG.2024.3372041

Virtual Reality (VR) has emerged as a promising solution to address the pressing concern of transferring know-how in the manufacturing industry. Making an immersive training experience often involves designing an instrumented replica of a tool whose use is to be learned through virtual training. The process of making a replica can alter its mass, making it different from that of the original tool. As far as we know, the influence of this difference on learning outcomes has never been evaluated. To investigate this subject, an immersive training experience was designed with pre and post-training phases under real conditions, dedicated to learning the use of a rotary tool. 80 participants took part in this study, split into three groups: a control group performing the virtual training using a replica with the same mass as the original tool (\mathrm{m}=100\%), a second group that used a replica with a lighter mass than the original tool (\mathrm{m}= 50\%) and a third group using a replica heavier than the original tool (\mathrm{m}=150\%). Despite variations in the mass of the replica used for training, this study revealed that the learning outcomes remained comparable across all groups, while also demonstrating significant enhancements in certain performance measures, including task completion time. Overall, these findings provide useful insights regarding the design of tool replicas for immersive training.