A Framework for Designing Mobile Virtual Training Systems through Virtual Modeling Technology - Mobile and Pervasive Computing in Construction - page 38

Here five categories of technologies are identified as virtual training vehicles for
construction equipment operation: Virtual Reality (VR), Augmented Reality (AR),
Augmented Virtuality (AV), teleoperation, and simulator. A training program that
incorporates these virtual technologies is defined as a virtual training system (VTS),
due to the common concept of a human trainee functioning within an interactive
environment containing some artificial components. A VTS can be especially
valuable where training in real-world situations would be impractical because a real
field scenario may be unduly expensive, logistically difficult, dangerous, or too
difficult to control. VTS is dedicated essentially to the creation of compelling virtual
environments within which human participants are led to feel somehow present,
for purposes of training. VTS involves structure of a human participant existing
within some kind of an artificial interaction environment. In VTS, part of the
components involved in the interactive training environment is simulated, the
operator nevertheless can experience a similar sense of being present and inter-
acting with real/virtual objects via visual, auditory or force displays. VTS can also
assist with the delivery of equipment operation training during inclement weather
conditions and novices have much more time to practice their skills without the
pressure of costs. The VTS approach is envisaged to facilitate progress along what is
a steep learning curve and enable effective rehearsal of future operations in actual
construction sites. The promise of effectiveness is supported by evidence from
mental health research revealing that a virtual experience can evoke the same
reactions and emotions as a real experience (Schumie et al ., 2001). These tech-
nologies should become the bridge connecting the ideal training objective to the
current reality of training programs. The cost of corresponding real-world training
programs that could reach the similar extent of diversity as virtual versions would
be significantly higher.
Another advantage of virtual training over real training is the possibility of
integrating automated training with performance evaluation tools. Motor learning
research (Cuqlock-Knopp et al ., 1991) suggests a number of subtle but consistent
dependencies of long-term motor skill retention on knowledge of results (KR)
scheduling, performance feedback structure, augmented feedback usage, task
instructions and attention focus. VTS can enable precise software control over
each of these aspects of motor skill instruction, providing a means to not only train
operators, but to actually evaluate and refine the techniques of the trainees.
Fundamental research on the comparative effectiveness of virtual technologies
in equipment operator training is limited and pursued very little worldwide.
By establishing scientific principles, this chapter presents a framework that sup-
ports determination of how particular virtual technologies best support transfer
of certain fundamental skills from virtual training exercise to real task performance.
The results of this research could enable better development, implementation,
and assessment of VTS for equipment operators. Given the size of the construction
industry and other related industries (e.g., manufacturing), the results of this
research are expected to directly impact workforce and economy. A systematic
framework and taxonomy to classify the appropriate use of virtual technologies for
different training schemas is presented in Section 4.2. In Section 4.3 a cogniti-
ve-motor continuum for relating virtual technologies to training skills is presented.