Department of Management

Effectiveness of Virtual vs. Physical Training: The Case of Assembly Tasks, Trainer's Verbal Assistance and Task Complexity

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

Standard

Effectiveness of Virtual vs. Physical Training : The Case of Assembly Tasks, Trainer's Verbal Assistance and Task Complexity. / Koumaditis, Konstantinos; Chinello, Francesco; Mitkidis, Panagiotis et al.

In: IEEE Computer Graphics and Applications, Vol. 40, No. 5, 2020, p. 41-56.

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

Harvard

APA

CBE

MLA

Vancouver

Author

Bibtex

@article{896893b07a7b49558c43abbed8b7c637,
title = "Effectiveness of Virtual vs. Physical Training: The Case of Assembly Tasks, Trainer's Verbal Assistance and Task Complexity",
abstract = "Virtual Immersive Training (VIT) systems based on gamification of tasks are increasingly employed to train assembly workers. In this paper, we present a study that compares the effectiveness of virtual and physical training for teaching a bimanual assembly task and in a novel approach, we introduce Task Complexity (TCXB) as an indicator of assembly errors during final assembly. In a between-subjects experiment, 100 participants were trained to assemble a 3D cube in one of four conditions (physical, virtual and with trainer's verbal assistance or not). The results demonstrate that the best-performing conditions, both in terms of successful assemblies and time performance, are the ones that the physical objects are included in the training, while no significant difference is found when the trainer's verbal assistance is present or absent during training. Additionally, we address the validity of a practical TCXB list as a tool for supporting the design of VIT systems.",
keywords = "assembly, learning transfer, task complexity, training, virtual reality",
author = "Konstantinos Koumaditis and Francesco Chinello and Panagiotis Mitkidis and Karg, {Simon Tobias}",
year = "2020",
doi = "10.1109/MCG.2020.3006330",
language = "English",
volume = "40",
pages = "41--56",
journal = "IEEE Computer Graphics and Applications",
issn = "0272-1716",
publisher = "Institute of Electrical and Electronics Engineers",
number = "5",

}

RIS

TY - JOUR

T1 - Effectiveness of Virtual vs. Physical Training

T2 - The Case of Assembly Tasks, Trainer's Verbal Assistance and Task Complexity

AU - Koumaditis, Konstantinos

AU - Chinello, Francesco

AU - Mitkidis, Panagiotis

AU - Karg, Simon Tobias

PY - 2020

Y1 - 2020

N2 - Virtual Immersive Training (VIT) systems based on gamification of tasks are increasingly employed to train assembly workers. In this paper, we present a study that compares the effectiveness of virtual and physical training for teaching a bimanual assembly task and in a novel approach, we introduce Task Complexity (TCXB) as an indicator of assembly errors during final assembly. In a between-subjects experiment, 100 participants were trained to assemble a 3D cube in one of four conditions (physical, virtual and with trainer's verbal assistance or not). The results demonstrate that the best-performing conditions, both in terms of successful assemblies and time performance, are the ones that the physical objects are included in the training, while no significant difference is found when the trainer's verbal assistance is present or absent during training. Additionally, we address the validity of a practical TCXB list as a tool for supporting the design of VIT systems.

AB - Virtual Immersive Training (VIT) systems based on gamification of tasks are increasingly employed to train assembly workers. In this paper, we present a study that compares the effectiveness of virtual and physical training for teaching a bimanual assembly task and in a novel approach, we introduce Task Complexity (TCXB) as an indicator of assembly errors during final assembly. In a between-subjects experiment, 100 participants were trained to assemble a 3D cube in one of four conditions (physical, virtual and with trainer's verbal assistance or not). The results demonstrate that the best-performing conditions, both in terms of successful assemblies and time performance, are the ones that the physical objects are included in the training, while no significant difference is found when the trainer's verbal assistance is present or absent during training. Additionally, we address the validity of a practical TCXB list as a tool for supporting the design of VIT systems.

KW - assembly

KW - learning transfer

KW - task complexity

KW - training

KW - virtual reality

UR - http://www.scopus.com/inward/record.url?scp=85087495332&partnerID=8YFLogxK

U2 - 10.1109/MCG.2020.3006330

DO - 10.1109/MCG.2020.3006330

M3 - Journal article

C2 - 32746087

VL - 40

SP - 41

EP - 56

JO - IEEE Computer Graphics and Applications

JF - IEEE Computer Graphics and Applications

SN - 0272-1716

IS - 5

ER -