The learning effects of virtual reality interactions in simulated workshops

Abstract

VR interaction has been proven and recognized for its educational effectiveness as a method that not only reduces the cost and time invested in training but also provides the users with the opportunity to learn through simulations in virtual environments, giving it a high potential for use in many fields. Therefore, it is worth exploring the ramifications of building educational goals whilst integrating VR interaction as a vehicle for learning. The application of this method can be tailored according to the educational goals of the user through both direct and indirect interactions, and the user's learning direction can be ascertained by observing the effect these interactions in the simulation have on their learning experience. As the interactions change according to the provider's direction, the simulation's learning effects will also change. This study emphasizes the importance of selecting an interaction type for training simulations by observing the educational effects of different interactions and analyzing their differences over both matching and varying parameters.

The research conducted provides a virtual environment for users to learn in by simulating a workshop for assembling IKEA Hauga products. Users are separated into two groups, each experiencing direct and indirect interactions. The learning effect is analyzed by conducting questionnaires, interviews, and tests on their experiences in five areas of interest; motion reflection, cognition, comprehension, thinking, and memory. The differences in the user's experience are extracted as data and analyzed by comparison. The results of the analysis are recorded in the finding and result section of this study. In Finding, it was concluded that given the same virtual environment, the learning experience varies depending on the user’s type of interaction, affecting their learning experience. For instance, users in the direct interaction group tend to be interested in simulations with high degrees of freedom, become highly aware of the furniture pieces, and proactively think and assemble themselves. In conclusion, as stated above, different learning results may appear even under the same learning conditions according to different types of interactions. Such results show that the type of interaction becomes an essential factor to consider in training. Therefore, educators should provide direct interaction if the training aims to motivate users to learn and indirect interaction if they want to facilitate understanding and memory of the sequence.