Abstract:

Virtual reality is a continuously developing domain and its capabilities are high enough to improve the life of a person, not just from the entertainment point of view, but also as a powerful tool for learning. This paper presents a virtual reality simulator that provides an immersive experience to the user and has applications in training environments. The aim of this paper is to analyze the impact of introducing virtual reality simulators as learning tools in the training process of workers from the manufacturing industry and compare the results of the virtual training process with the results of the similar classical (real-life) training approach which implies human trainers. Our application has been developed to guide trainees in learning to assemble a 3D model of a customizable modular tablet. In order to improve their experience toward the end-goal, first they learn during a training session how to use the virtual reality equipment. For an easier assembly process, information regarding the target product is provided to the trainees, so that they get used to it, and then they are guided to the virtual training room to start the assembly process with the aid of a virtual trainer. After this virtual reality training, the trainees are prepared for the last phase of this experiment and they are asked to assemble the real modular tablet without receiving any assembly instruction, only some pictures with the final product that must be assembled. To improve the virtual reality experience, it was necessary to test the application with several different trainees who have never used this application before, most of them without experience with virtual reality environments. The dataset recorded from these preliminary tests was analyzed and the results were used to preconfigure and thus improve the virtual reality environment. In the virtual reality simulation from the main experiment, performed after the preconfiguration stage, we observed almost five times better results in some cases. To accomplish the main experiment, two groups of subjects were randomly selected. The first group assembled only the real tablet without any virtual reality training, whereas the second one had to perform first the virtual reality simulation and then had to assemble the real tablet. As performance metrics, we used a score of correctly assembled modules and the assembly time. The experimental results were comparatively analyzed, and we concluded that the group which participated in the supplementary virtual training process, obtained higher scores in shorter assembly times.

Keywords:

Virtual reality, simulators, learning tools, training systems, manufacturing industry.