Imperial College London
Alternate

DrSimoneBorsci

Faculty of Medicine, Department of Surgery & Cancer

Honorary Senior Research Fellow
 
 
 
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Contact

 

+44 (0)20 3312 6532s.borsci

 
 
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Location

 

1064/5Queen Elizabeth and Queen Mary HospitalSt Mary's Campus

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Summary

 

Publications

Citation

BibTex format

@article{Borsci:2016:10.1007/s10055-016-0286-8,
author = {Borsci, S and Lawson, G and Salanitri, D and Jha, B},
doi = {10.1007/s10055-016-0286-8},
journal = {Virtual Reality},
pages = {83--99},
title = {When simulated environments make the difference: the effectiveness of different types of training of car service procedures},
url = {http://dx.doi.org/10.1007/s10055-016-0286-8},
volume = {20},
year = {2016}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - An empirical analysis was performed to compare the effectiveness of different approaches to traininga set of procedural skills to a sample of novice trainees. Sixty-five participants were randomlyassigned to one of the following three training groups: i) learning-by-doing in a 3D desktop virtualenvironment, ii) learning-by-observing a video (show-and-tell) explanation of the procedures, and iii)trial-and-error. In each group participants were trained on two car service procedures. Participantswere recalled to perform a procedure either two or four weeks after the training. The results showedthat: i) participants trained through the virtual approach of learning-by-doing performed bothprocedures significantly better (i.e., p <.05 in terms of errors and time) than people of non-virtualgroups. ii) The virtual training group, after a period of non-use, were more effective than non-virtualtraining (i.e., p <.05) in their ability to recover their skills. iii) After a (simulated) long period from thetraining – i.e., up to 12 weeks – people who experienced 3D environments consistently performedbetter than people who received other kinds of training. The results also suggested that independentlyfrom the training group, trainees’ visuospatial abilities were a predictor of performance, at least forthe complex service procedure, Adj R2= .460, and that post-training performances of people trainedthrough virtual learning-by-doing are not affected by learning styles. Finally, a strong relationship(p<..001 R2 =.441) was identified between usability and trust in the use of the virtual training tool –i.e., the more the system was perceived as usable, the more it was perceived as trustable to acquire thecompetences
AU  - Borsci,S
AU  - Lawson,G
AU  - Salanitri,D
AU  - Jha,B
DO  - 10.1007/s10055-016-0286-8
EP  - 99
PY  - 2016///
SN  - 1434-9957
SP  - 83
TI  - When simulated environments make the difference: the effectiveness of different types of training of car service procedures
T2  - Virtual Reality
UR  - http://dx.doi.org/10.1007/s10055-016-0286-8
UR  - http://hdl.handle.net/10044/1/31558
VL  - 20
ER  -
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