A Framework for Designing Mobile Virtual Training Systems through Virtual Modeling Technology - Mobile and Pervasive Computing in Construction - page 45

At one end of the spectrum, the case “training scenario fully modeled” refers to
situations in which the knowledge of training environment, stimulus, and tools are
obtained/predefined and fully modeled. Such a case would describe many Virtual
Reality-based applications. The opposite end of the spectrum in Figure 4.2 refers to
training environments in which everything is in the real world. This case is
obviously more likely (but not necessarily) to correspond to on-the-job training
where operators are trained in real operation. The continuum of intermediate cases,
as illustrated in Figure 4.2, covers a variety of situations in which some/partial
knowledge/component of the training scenario is obtained and modeled. These
intermediate cases are referred to as “partially modeled”. The continuum is not
intended necessarily to reflect relative levels of technological sophistication. It is
noted that the predominantly virtual environment/background in AV actually
places the case rather high up on the continuum. The modeling of stimulus and
possibly tools in a predominantly real environment makes the case of AR placed
lower down than AV in the continuum. Simulator and teleoperation are placed
rather low in the continuum because the objective behind them is to emphasize
acquiring locomotive adaptation rather than visual knowledge. Potential virtual
technologies that will emerge in the future could also be placed along the
continuum, based on the extent of training scenario knowledge they are capable
of modeling.
4.2.3 Distinguishing properties of training task scenario
To carry out comparisons between different training schemes, it is useful to
recognize some of the distinctions in characteristics, circumstances and control
strategies defining training tasks. Based on the exploration of the five components
and classification of training task requirements, an operational taxonomy may be
developed to facilitate the design of a computer-supported VTS. Toward that
purpose, six key factors which are proposed for distinguishing among operational
situations and environmental circumstances are presented in Table 4.3. This list is
not exhaustive and other factors could easily be added. The objective of such a
classification scheme is to provide a framework for categorizing research and
development efforts, by enabling different researchers to be explicit about the
definition of the particular problems that they are addressing. Referring now to
Table 4.3 and Figure 4.2, it should become apparent how each factor relates to the
important concept of extent of training scenario modeling introduced in the
previous section.
The first column lists the six distinguishing factors, with corresponding defini-
tions provided in the second column. The third column provides the relevance of
each distinguishing factor from the first column to modeling. The fourth column
gives the “low end” real-world training scenario example(s) for the lower degree for
each distinguishing factor, and suggests the appropriate virtual technologies as
listed in the “mode” column. In contrast, the last column gives the “high end” real-
world training scenario example(s) for each distinguishing factor, and suggests the
appropriate virtual technologies as listed in the “mode” column. For example, one
of the key aspects that must be considered is the accessibility of the work site . In other