Evaluating the effectiveness of virtual reality learning in a mining context
MetadataShow full item record
UNSW’s Schools of Mining Engineering and Psychology have developed training modules for working at heights in above-ground mines. These modules implement best-available, evidence-based instructional methods combined with a range of immersion. The present paper describes a controlled evaluation of this approach for training novices in the safe operating procedure for a basic maintenance task. All participants received a sequence of instructions using a large-screen, computer-driven visual display accompanied by audio narration in one of three modes: (1) an animated depiction of the target procedure for which the pace of instruction was controlled by the individual participant (Animated + Individual, AI), (2) the same animated depiction but presented to a group with the pace controlled by the trainer (Animated + Group, AG), and (3) a sequence of static slide images presented to a group with trainer pacing (Static + Group, SG).During the training, the participants’ active processing of the information was encouraged by preceding each step of the instruction with a challenge question and feedback. Immediately following the module, the participants were given a multiple-choice test, which was repeated after a one-week retention interval. Across all three modes of presentation, the module yielded a high level of acquisition and retention. Among the three modes of presentation, the AI mode produced the highest level of test performance relative to both the AG and SG modes. When the participants were surveyed regarding their immersion in the virtual environment, they generally reported a moderate level of “presence,” with the animations (AI, AG) producing higher levels than the static images (SG). These positive outcomes provide a foundation for the further development and testing of additional modules combined with different levels of immersion aimed ultimately at economically producing personnel who can safely and proficiently apply their knowledge and skills in real mines.
Showing items related by title, author, creator and subject.
Evaluation of underground virtual environment training: Is a mining simulation or conventional power point more effective?Zhang, S.; Stothard, Phillip; Kehoe, J. (2010)UNSW’s Schools of Mining Engineering and Psychology have jointly developed high-fidelity simulations for training in the coal mining industry aimed at improving safety. These simulations have capitalised on advanced ...
The relationship between self-reported animal fear and ERP modulation: Evidence for enhanced processing and fear of harmless invertebrates in snake- and spider-fearful individualsMallan, K.; Lipp, Ottmar (2011)The present study used ERPs to compare processing of fear-relevant (FR) animals (snakes and spiders) and non-fear-relevant (NFR) animals similar in appearance (worms and beetles). EEG was recorded from 18 undergraduate ...
To remove or not to remove? Removal of the unconditional stimulus electrode does not mediate instructed extinction effectsLuck, Camilla; Lipp, Ottmar (2015)Following differential fear conditioning, the instruction that the unconditional stimulus will no longer be presented (instructed extinction) reduces differential electrodermal responding to CS+ and CS-, but does not ...