Zusammenfassung
Immersive Virtual Reality Trainings sind inzwischen in der Industrie eine praktikable Möglichkeit, Mitarbeiter flexibel und effektiv weiterzubilden. Sie stellen eine realitätsnahe Schulungsmöglichkeit dar, die gleichzeitig Kosten einsparen kann und logistische Prozesse vereinfacht. Weit verbreitet ist die Annahme, dass ein Training umso effektiver ist, je detailgetreuer und realitätsnäher die virtuelle Umgebung und darin befindliche Objekte nachgebildet sind. Diese reale, virtuelle und immersive Umgebung führt dazu, dass der Mensch sich dort präsent fühlt und somit ein Transfer des im Virtuellen Erlernten bzw. Erlebten in die Realität leichter fällt. Aus psychologischer Sicht gibt es allerdings Ansätze, die diese Annahme des größtmöglichen Realismus in virtuellen Umgebungen in Frage stellen könnten. Es besteht eine Nachfrage für virtuelle Trainings, die auf die notwendigen Aspekte für einen erfolgreichen Lerntransfer reduziert sind und eine einfache und intuitive Kommunikation zwischen Mensch und Maschine ermöglichen. Entwicklern fehlen entsprechende Gestaltungsrichtlinien, dadurch wird ein zeit- und kosteneffizientes Design dieser virtuellen Trainings erschwert. Vor diesem Hintergrund wurde eine systematische Literaturrecherche und -analyse durchgeführt, auf deren Basis Designprinzipien für virtuelle Trainings extrahiert wurden. Die Übertragung bestehender Studien aus verwandten medizinischen und sicherheitsrelevanten Bereichen fließt dabei in die Prinzipien ein. Im Fokus des Beitrags stehen kognitionspsychologische Konzepte und daraus resultierende Designprinzipien, die für effektive virtuelle Trainingsanwendungen herangezogen werden können.
Abstract
Immersive Virtual Reality trainings have become a practicable way in the industry to train employees flexibly and effectively. They represent a realistic training opportunity that can save costs and also simplify logistical processes. It is widely assumed that the more detailed and realistic virtual environments and objects in it are reproduced, the more effective trainings will be. An immersive virtual environment evokes a feeling of being present there and thus a learning transfer into reality is easier. From a psychological point of view, however, there are approaches that could question this assumption of the greatest possible realism in virtual environments. There is a demand for virtual trainings, which are reduced to the necessary aspects for a successful transfer of learning and enable a simple and intuitive human-computer-interaction. Developers lack appropriate design guidelines, which makes time and cost-efficient designs of these virtual trainings difficult. With that in mind, a systematic literature research and analysis was carried out, on the basis of which design principles for virtual trainings were extracted. The transfer of existing studies from related medical and safety-relevant areas is incorporated into the principles. The focus of the paper is on cognitive psychology concepts and resulting design principles, which can be used for the design of effective virtual training applications.
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Rau, V., Niemöller, D. & Berkemeier, L. Ist weniger mehr? – Designprinzipien für Virtual Reality Training aus kognitionspsychologischer Sicht. HMD 56, 809–822 (2019). https://doi.org/10.1365/s40702-019-00546-1
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DOI: https://doi.org/10.1365/s40702-019-00546-1