Recent research by PwC shows that VR training methods provide 4 times more focus than e-learning and 35% more confidence about what has been learned. In this study, the results are compared with classroom learning, e-learning, v-learning. A summary:
• 40% of the v-learners saw an improvement in confidence compared to classroom learners and 35% improvement over e-learners to act on what they learned after training in VR.
• V-learning is the most cost-effective way of learning when it’s done on a large scale. At 375 learners, VR training achieved cost parity with classroom learning. At 1,950 learners, VR training achieved cost parity with e-learn. At 3,000 learners, VR costs become 52% less than classroom.
• V-learners completed training 4 times faster than classroom training.
• V-learners felt 3.75 times more emotionally connected to the content than classroom learners and 2.3 times more connected than e-learners.
• Three-quarters of learners surveyed said that during the VR course they had a wake-up-call moment and realised that they were not as inclusive as they thought they were.
• V-learners were 4 times more focused during training than their e-learning peers and 1.5 times more focused than their classroom colleagues.
In collaboration with the University of Amsterdam and Utrecht University of Applied Sciences.
Would it be possible to stay at home and attend classes with your peers via virtual reality? This is the key question of the present study. By comparing traditional teaching with teaching in a multi-user virtual reality environment, the effect of an Artificial Intelligence training on learning achievements and motivation is investigated.
Together with an excellent team, we researched the impact of giving feedback in VR compared to face-2-face feedback.
The research shows that presentation competence increased without a difference between face-2-face feedback and VR. Also the feedback in VR was perceived as detailed.
The VR environment let the students experience a classroom setting where they had to present. During their presentation all kind of measurements where being conducted. Measurements on voice, posture etc. These measurements provided the input for giving the feedback in graphs and explanation.
Meanwhile we face teacher shortages in the Netherlands. Using effective learning technologies, can teacher shortage be reduced?
Students’ presentation competence increased without a difference between VR and face-to-face.
Students who presented in virtual reality perceived the feedback as detailed.
Students who presented face-to-face perceived the feedback as constructive.
Scientific research to practical use
Together with the PhD-researcher Stan van Ginkel CoVince embedded all knowledge & insights into a product accessible for education and training. Combining theory, (simulated) practice and many different measurements with (real time) feedback.
The training can be downloaded on your smartphone (IOS, Android) and you can start right away! It includes feedback in VR and in all kinds of other adventurous learning experiences.
PS. This training is available in Dutch. Interested in the English version? Contact us
Interesting research: “Participants in the traditional and VR conditions had improved overall performance (i.e. learning, including knowledge acquisition and understanding) compared to those in the video condition. Participants in the VR condition also showed better performance for ‘remembering’ than those in the traditional and the video conditions. Emotion self-ratings before and after the learning phase showed an increase in positive emotions and a decrease in negative emotions for the VR condition. Conversely there was a decrease in positive emotions in both the traditional and video conditions. The Web-based learning tools evaluation scale also found that participants in the VR condition reported higher engagement than those in the other conditions. Overall, VR displayed an improved learning experience when compared to traditional and video learning methods.”
New research claims 2 times recall, when using 360.
“Our study aimed to assess the immersive qualities of VR not only upon application but -more importantly- during the retrieval of the virtual experiences subsequent to a VR session. We presented participants with either a 360° VR or a 2D video of a motorcycle ride followed by an unannounced recognition memory task 48 h later. Increased retrieval success and delayed reaction times in the VR group indicate that immersive VR experiences become part of an extensive autobiographical associative network, whereas the conventional video experience remains an isolated episodic event.”