Desktop Virtual Reality Applications for Training Personnel of Small Businesses

Small and medium-sized businesses (SMBs) in most world economies suffer from a series of intense economic pressures from local, regional and international markets. Although these problems are microeconomic to the small and medium-sized business, they are directly related to macro economic factors, particularly in the case of labor. One of the main pressures small and medium-sized businesses suffer from is the lack of worker technical skills. Past research has consistently shown that virtual reality (VR) can be effective for supporting competency-based training skills. The objective of this chapter is to provide an overview on how virtual reality can be used to support technical training in SMBs, including the use of Second Life and DIVE VR platforms. This chapter describes a desktop VR Application for training car mechanics from a small business and highlights advantages and challenges of desktop virtual reality for technical training. Finally, future trends related to the use of VR in training are discussed.

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A Constructivist Desktop Virtual Reality-Based Approach to Learning in a Higher Education Institution

Emerging Technologies in Virtual Learning Environments - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-7987-8.ch013 ◽

2019 ◽

pp. 258-283

Author(s):

Serpil Meri-Yilan

Keyword(s):

Virtual Reality ◽

Learning Environment ◽

Language Learning ◽

Education Institution ◽

Constructivist Approach ◽

Approach To Learning ◽

Desktop Virtual Reality ◽

High System ◽

Learner Differences ◽

Desktop Vr

Virtual reality (VR) technology has recently started shaping learning, especially language learning, with the aim of immersing learners into a VR learning environment. However, because of the high system cost of fully immersive VR, desktop VR has been implemented and preferred in educational settings. Based on a constructivist approach, desktop VR has drawn attention to the need for learner autonomy and an authentic VR learning environment. Therefore, this chapter describes empirical research on desktop VR-based learning using a constructivist approach. The research examined university students' interaction and perceptions of learning in this kind of learning environment. Based on the empirical findings gathered from observations and interviews, this chapter has aimed to discuss not only the issues observed both in previous studies and in this chapter, but also additional issues such as scaffolding, self-paced learning, collaboration, and learner differences in order for learning to occur in a well-designed desktop VR learning environment.

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Lessons Learned From Immersive and Desktop VR Training of Mines Rescuers

Frontiers in Virtual Reality ◽

10.3389/frvir.2021.627333 ◽

2021 ◽

Vol 2 ◽

Author(s):

Shiva Pedram ◽

Richard Skarbez ◽

Stephen Palmisano ◽

Matthew Farrelly ◽

Pascal Perez

Keyword(s):

Virtual Reality ◽

Lessons Learned ◽

Learning Context ◽

Desktop Virtual Reality ◽

Learning Content ◽

Collective Decisions ◽

Vr Training ◽

Components Analysis ◽

Desktop Vr

This paper discusses results from two successive rounds of virtual mines rescue training. The first round was conducted in a surround projection environment (360-VR), and the second round was conducted in desktop virtual reality (Desktop-VR). In the 360-VR condition, trainees participated as groups, making collective decisions. In the Desktop-VR condition, trainees could control their avatars individually. Overall, 372 participants took part in this study, including 284 mines rescuers who took part in 360-VR, and 243 in Desktop-VR. (155 rescuers experienced both.) Each rescuer who trained in 360-VR completed a battery of pre- and post-training questionnaires. Those who attended the Desktop-VR session only completed the post-training questionnaire. We performed principal components analysis on the questionnaire data, followed by a multiple regression analysis, the results of which suggest that the chief factor contributing to positive learning outcome was Learning Context, which extracted information about the quality of the learning content, the trainers, and their feedback. Subjective feedback from the Desktop-VR participants indicated that they preferred Desktop-VR to 360-VR for this training activity, which highlights the importance of choosing an appropriate platform for training applications, and links back to the importance of Learning Context. Overall, we conclude the following: 1) it is possible to train effectively using a variety of technologies but technology that is well-suited to the training task is more useful than technology that is “more advanced,” and 2) factors that have always been important in training, such as the quality of human trainers, remain critical for virtual reality training.

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Lectures and Discussions in Semi-Immersive Virtual Reality Learning Environments

Advances in Multimedia and Interactive Technologies - Cases on Immersive Virtual Reality Techniques ◽

10.4018/978-1-5225-5912-2.ch005 ◽

2019 ◽

pp. 89-123

Author(s):

Natalie Nussli ◽

Kevin Oh ◽

Nicole Cuadro ◽

Melisa Kaye

Keyword(s):

Virtual Reality ◽

Learning Environments ◽

Second Life ◽

Mental Effort ◽

Immersive Virtual Reality ◽

Social Conventions ◽

Desktop Virtual Reality ◽

Teacher Trainees ◽

Multiple Voices ◽

Communication Modalities

This chapter describes a study that was conducted in a semi-immersive desktop virtual reality environment. The study investigated teacher trainees' perceptions of their mental effort in Second Life, their satisfaction with the communication modalities, and their perceived social behavioral changes. In the first event, only the instructor (host) used voice to communicate while all participants as well as the in-text facilitator (co-host) used text chat only. In the second event, not only did both hosts use voice, but the participants also had the option to use voice rather than text. The majority of teacher trainees appreciated the freedom to choose either modality. The integration of voice was perceived as humanizing the discussion, increasing the flow, and making the conversation more engaging. However, the addition of multiple voices was believed to increase their mental effort. While some teacher trainees felt more relaxed and more open in a virtual discussion, others reported a lack of attention and honesty as well as a tendency to ignore social conventions.

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Efficacy of Virtual Reality in Painting Art Exhibitions Appreciation

Applied Sciences ◽

10.3390/app10093012 ◽

2020 ◽

Vol 10 (9) ◽

pp. 3012 ◽

Cited By ~ 1

Author(s):

Chih-Long Lin ◽

Si-Jing Chen ◽

Rungtai Lin

Keyword(s):

Virtual Reality ◽

Digital Technology ◽

Art Appreciation ◽

Object Size ◽

Art Exhibitions ◽

Head Mounted Display ◽

Desktop Virtual Reality ◽

Wide Range ◽

Significant Difference ◽

Desktop Vr

Virtual reality (VR) technology has been employed in a wide range of fields, from entertainment to medicine and engineering. Advances in VR also provide new opportunities in art exhibitions. This study discusses the experience of art appreciation through desktop virtual reality (Desktop VR) or head-mounted display virtual reality (HMD VR) and compares it with appreciating a physical painting. Seventy-eight university students participated in the study. According to the findings of this study, painting evaluation and the emotions expressed during the appreciation show no significant difference under these three conditions, indicating that the participants believe that paintings, regardless of whether they are viewed through VR, are similar. Owing to the limitation of the operation, the participants considered HMD VR to be a tool that hinders free appreciation of paintings. In addition, attention should be paid to the proper projected size of words and paintings for better reading and viewing. The above indicates that through digital technology, we can shorten the gap between a virtual painting and a physical one; however, we must still improve the design of object size and the interaction in the VR context so that a virtual exhibition can be as impressive as a physical one.

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A Survey of Technologies for Building Collaborative Virtual Environments

International Journal of Virtual Reality ◽

10.20870/ijvr.2009.8.1.2713 ◽

2009 ◽

Vol 8 (1) ◽

pp. 53-66 ◽

Cited By ~ 6

Author(s):

Timothy E. Wright ◽

Greg Madey

Keyword(s):

Risk Assessment ◽

Virtual Reality ◽

Virtual Environments ◽

Virtual Environment ◽

Building Blocks ◽

Review Of The Literature ◽

Collaborative Virtual Environments ◽

Collaborative Virtual Environment ◽

Desktop Virtual Reality ◽

Desktop Vr

What viable technologies exist to enable the development of so-called desktop virtual reality (desktop-VR) applications? Specifically, which of these are active and capable of helping us to engineer a collaborative, virtual environment (CVE)? A review of the literature and numerous project websites indicates an array of both overlapping and disparate approaches to this problem. In this paper, we review and perform a risk assessment of 16 prominent desktop-VR technologies (some building-blocks, some entire platforms) in an effort to determine the most efficacious tool or tools for constructing a CVE

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