A comparison between expert and beginner learning for motor skill development in a virtual reality serious game

Harvey, Carlo and Selmanovic, Elmedin and O'Connor, Jake and Chahin, Malek (2019) A comparison between expert and beginner learning for motor skill development in a virtual reality serious game. The Visual Computer. ISSN 0178-2789

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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 $$2 \backslashtimes 2$$2×2factorial design to address these questions. The results show that the different training provided affects the performance in this task ($$N=57$$N=57). The 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.

Item Type: Article
Additional Information: Acknowledgement: This is a post-peer-review, pre-copyedit version of an article published in The Visual Computer. The final authenticated version is available online at: https://doi.org/10.1007/s00371-019-01702-w
Identification Number: https://doi.org/10.1007/s00371-019-01702-w
24 May 2019Published Online
14 May 2019Accepted
Uncontrolled Keywords: Virtual reality; Training; Learning; Serious game
Subjects: CAH11 - computing > CAH11-01 - computing > CAH11-01-01 - computer science
Divisions: Faculty of Computing, Engineering and the Built Environment
Faculty of Computing, Engineering and the Built Environment > School of Computing and Digital Technology
Depositing User: Carlo Harvey
Date Deposited: 29 Aug 2019 11:57
Last Modified: 12 Jan 2022 12:53
URI: https://www.open-access.bcu.ac.uk/id/eprint/7912

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