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首页> 外文期刊>The Visual Computer >A comparison between expert and beginner learning for motor skill development in a virtual reality serious game
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A comparison between expert and beginner learning for motor skill development in a virtual reality serious game

机译：虚拟现实中专家和初学者学习的专家和初学者学习的比较严重游戏

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摘要

In order to be used for skill development and skill maintenance, virtual environments require accurate simulation of the physical phenomena involved in the process of the task being trained. The accuracy needs to be conveyed in a multimodal fashion with varying parameterisations still being quantified, and these are a function of task, prior knowledge, sensory efficacy and human perception. Virtual reality (VR) has been integrated from a didactic perspective in many serious games and shown to be effective in the pedological process. This paper interrogates whether didactic processes introduced into a VR serious game, by taking advantage of augmented virtuality to modify game attributes, can be effective for both beginners and experts to a task. The task in question is subjective performance in a clay pigeon shooting simulation. The investigation covers whether modified game attributes influence skill and learning in a complex motor task and also investigates whether this process is applicable to experts as well as beginners to the task. VR offers designers and developers of serious games the ability to provide information in the virtual world in a fashion that is impossible in the real world. This introduces the question of whether this is effective and transfers skill adoption into the real world and also if a-priori knowledge influences the practical nature of this information in the pedagogic process. Analysis is conducted via a between-subjects repeated measure ANOVA using a 2x2 factorial design to address these questions. The results show that the different training provided affects the performance in this task (N=57The skill improvement is still evidenced in repeated measures when information and guidance is removed. This effect does not exist under a control condition. Additionally, we separate by an expert and non-expert group to deduce if a-priori knowledge influences the effect of the presented information, it is shown that it does not.
机译：为了用于技能发展和技能维护，虚拟环境需要准确地模拟所培训的任务过程中涉及的物理现象。需要以多模式方式传达的准确性，随着仍有变化的参数化，这些参数化是任务，先验知识，感官疗效和人类感知的函数。虚拟现实（VR）已从许多严重游戏中的教学角度集成，并显示在Podological Process中有效。本文通过利用增强虚拟性来修改游戏属性来询问是否介绍了VR严重游戏的教学过程，可以对初学者和专家进行任务。有问题的任务是粘性鸽子拍摄模拟中的主观性能。调查涵盖了修改的游戏属性是否在复杂的电机任务中影响技能和学习，并调查该过程是否适用于专家以及任务的初学者。 VR提供严重游戏的设计者和开发人员，以现实世界中不可能在虚拟世界中提供信息的能力。这介绍了这一点是有效的，并将技能通过进入现实世界的问题，以及如果先验知识会影响本信息在教育过程中的这种信息的实际性质。通过使用2x2因子设计通过对象之间的受试者之间的受试者进行分析来解决这些问题。结果表明，提供的不同培训会影响本任务中的性能（n = 57，当移除信息和指导时，在重复措施中仍然可以在重复措施中证明。这种效果不存在于控制条件下。另外，我们通过专家分开和非专家组推断，如果先验知识会影响所提供信息的效果，则显示它没有。

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