8/2/2019 Building Trades "Virtual Reality Makes Learning
Easier"
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e.Learning Age N 120501
Building tradesIt
is possible to build vocational skills faster with innovative 3D
simulations , as Genny Dixondiscovered
f you' re looking forways in which games technology can
accelerate thelearning process and reduce training costs ,
Train4TradeSkills offers a new
approach .Its solution scooped two golds in the 2011 E-Learning
Awards.Interactive 3Dsimulated learning environments can help
engage learners
and speed up the time to competency . But howcan they make a
difference forlearning traditional skills when the learners are not
regular computer users?
The challengeThe challenge which Train4TradeSkills faced was to
findan innovative method of
training apprentices and adult returnees that wouldretain their
interestandenthusiasm and provide rapid formative feedback to raise
their flaggingconfidence levels.
With over 500 students at any one time studying a range of
building skills
plumbing , joinery , plastering and even traditional trades such
as stone masonry and
thatching - Train4TradeSkills wanted to raise achievement rates
and give its students
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a flexible, engaging , safe environment in which to learn . It
would also be a place
where each student' s skills and confidence could be built up
and theirfear of failureaddressed . I t also wanted to reduce the
waste and environmental costs associatedwith practising these
skills using expensive raw materials such as copper piping.
The overall objective was clear , to increaseachievement . This
was
accomplished by :engaging the user and increasing user
confidence ;decreasing peer pressure ;providing a safe environment
in which to learn the more dangerous elementsof trade skills
;
making hands-on learning easily accessible and providing
greaterflexibility forthe learners.
In addition the project aimed to :increase profits by the
reduction of waste and the increase in student throughput ;reduce
the cost to the environment ;
N and issue date : 120501 - 01/05/2012Circulation :
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Train4TradeSkills
http://www.technology-in-education.co.uk/
8/2/2019 Building Trades "Virtual Reality Makes Learning
Easier"
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e.Learning Age N 120501
e provide a learning platform where traditional trades , such as
stone masonry or
thatching that are often handed down from generation to
generation , could be
taught cost-effectively and become more easily accessible ;ti
increase the speed of production of highly effective 3D virtual
reality training
appropriate across a multitude of skillsets.
The learning solutionTrain4TradeSkills developed a 3D
interactive virtual environment in which learners
could practiceusing the tools of their trade using an innovative
hand-helddevice" the Unanomote " which becomes the mode of
operation forallthe tools withinthe virtual world . The device is
able to mimic any tool , and requires the user to
produce the same movements that would be required if they were
using the
actual tool in the workshop and can become a screwdriver , a
drill , a saw , or anytool which the user needs to employ in order
to complete a task .Hinged at oneend with a built in resistance
,the device helps , forinstance , the student feel theyare actually
using a pipe bender . Byusing this , they master the technique of
how
to bend a pipe without wasting several pieces of copper pipe as
they learn.The custom builtand patented motion-tracking interface
represents a unique
and groundbreaking development in vocational training ,and
comprises three
pieces of hardware : the Unanomote ; an infraredcamera ; a
head-mounted display.This hardware solution provides a lowcost
unitwhich willallow students to
use i t at home , as wellas in the classroom before attempting
taskswithin theworkshop . The system can be used withPC and Mac ,
mobile devices such asiPads and iPhones and via any web browsers ,
and allows students to determine
their own learning path depending on their base knowledge and
learning abilities.In designing the solution , Train4TradeSkills'
firststep was to research all the
processes withthe help of specialist tutors . However , while
the processes were
largely described as being the same , each tutor had slightly
different approachesto the variousdetails of the methods . i t used
flowdiagrams and storyboards to find
the optimal path through each individual task , before going
through them with
each of the tutors to findthe common , universally-approved
progression structure.Students use the Unanomote within a virtual
house , where they can navigate ,
select tools , measure components and master each task . The
tutor can observeand reinforce correct methods as wellas discuss
any misuse of the tools , so thatthe student is better prepared
andsafer when they enter the workshop.
Alluser interactions had to be representative of the real-life
procedures theywould be expected to undertake in the workshop .
However , the simulation had tostrike the right balance between the
multiple repetitions needed in real life tolearn each task
,
with the number of repetitions needed to explain the process
,while keeping the learner wellengaged and enjoying learning.
The hardware design itself presented additional challenges. The
high
sensitivity needed to simulate the action of the various tools
using accelerometer
metrics and motioncontrols was not ideal formouse or cursor
control on thescreen . This was overcome by using a limited number
of buttons onthehandheld device to control the menus andicon lists
in the virtual environment.
The i3Dsoftware engine provides a structured way to develop
training byusing core object-oriented programming concepts that
encourage reuse of code.This significantly reduces development time
and increases speed of production.
ResultsThe value of the system was demonstrated by dividing the
class intotwo groups ,withone groupusing a traditional handbooks /
workshop approach and the other
group integrating the interactive virtual videogame in their
learning.
Those who practiced their skillsin
the virtual simulationshoweda
greater degreeof familiarity with the tools and processes
involved . As a result , they acted with more
Box : Seven tips forengaging learners ingame-based learning
" Identify the right needMake a point of considering games and
simulations when dealing with
costly ,wasteful or dangerous training environments or
workplaces." Make sure it works
Ensure the virtual environment can run successfully on
anyplatform , including learners' own mobile devices.
" Measure the benefitsA control group who continue to use
traditional classroommethods can help.
" Build confidence in a safe environment
Older learners in particular may lack confidence .
Allowthemthe
opportunityto succeed in a safe environment to build their
confidence.
" Don' t forget thetutorTheir role is an important part of the
virtual training world ,both in clarifying the design and in
observing and reinforcingcorrect methods.
" Competition motivates!The experience of winning an enjoyable
serious game canhelp learners overcome their fear of failure.
" Adapt to individual needsLet learners determine their own
learning path dependingon their base knowledge and learning
abilities.
III
skilland confidence when faced with the corresponding task in
the workshop.The system met allits objectives , increasing the
confidence and engagement
of learners, allowing them to succeed free from peer pressure
and fear of failure.
The system also brings significant benefits in reducing the risk
of injury as the
student is better prepared before they enter the workshop.The
solution also met the aims of reducing the amount of waste and
the
associated costs typically incurred by thissort of professional
training :Costs spent on copper pipe assets reduced by 20%% .For a
fullclass of thirty
apprentices , the costs in copper pipe assets run to 49 ,400 a
year . However , after
incorporating the learning simulation into the course , the
company realises an
impressive saving of just under 10 ,000 forevery class of
thirtyover the durationof a fullteachingyear.
Time spent training reduced by 10-30%% . This system reduced the
amount of timethat a student needed to spend in class byan
estimated 10%% , and in the workshop
by30%% , resultingin a
possible savingof
90 ,600 for the educationof a
fullclass.The i3Dengine offers great potential forexpansion ,
allowing Train4TradeSkills
to develop it into otherfields of professional vocational
training . Bybreaking free
from the traditionalconstraints of textbook and workshoplearning
, it can supplyboth students and course providers withan effective
way of teaching . In addition ,the i3DEngine delivers an engaging
yet powerful simulation in the form of aneducational game.
The students enthused;
their comments included : " This is definitely going to
give me confidence."
"
It's an easy way to learn , it' s more interactive . The
concept
of this idea is pretty amazing."
DrGenny Dixon , head of research ,Towards Maturity
Created as partof
the e.learning age andTowards Maturity Good Practice
Partnership
f7 ' Pe4(
GOOD PRACTICEk
PARTNERSHIP
N and issue date : 120501 - 01/05/2012Circulation :
9500Frequency : MonthlyeLearningAge_120501_12_304.pdfWeb Site:
http://www.technology-in-education.co.uk
Page : 13Size : 90 %932 cm2
Copyright (e.Learning Age)No reproduction without
authorisation
2 / 2
Train4TradeSkills
http://www.technology-in-education.co.uk/
