2,755
Views
0
CrossRef citations to date
0
Altmetric
Articles

Ready, trainer … one*! discovering the entanglement of adaptive learning with virtual reality in industrial training: a case study

ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Pages 3698-3727 | Received 04 Jan 2021, Accepted 04 Jun 2021, Published online: 01 Jul 2021

References

  • Abbas, Y., Martinetti, A., Moerman, J.-J., Hamberg, T., & van Dongen, L. A. M. (2020a). Do you have confidence in how your rolling stock has been maintained? A blockchain-led knowledge-sharing platform for building trust between stakeholders. International Journal of Information Management, 55. https://doi.org/10.1016/j.ijinfomgt.2020.102228
  • Abbas, Y., Martinetti, A., Rajabalinejad, M., Frunt, L., & van Dongen, L. A. M. (2020b). Tacit knowledge sharing for system integration: a case of Netherlands railways in Industry 4.0. In A. Martinetti, M. Demichela, & S. Singh (Eds.), Applications and challenges of maintenance and safety Engineering in Industry 4.0 (pp. 70–83). IGI Global.
  • Al-Qdah, M. S., & Salim, J. (2013). Managing tacit knowledge in MNCS and the role of ICT: Review paper. Research Journal of Applied Sciences, Engineering and Technology, 6(21), 4110–4120. https://doi.org/10.19026/rjaset.6.3519
  • Aroyo, L., Dolog, P., Houben, G. J., Kravcik, M., Naeve, A., Nilsson, M., & Wild, F. (2006). Interoperability in personalized adaptive learning. Educational Technology and Society, 9(2), 4–18.
  • Barari, N., RezaeiZadeh, M., Khorasani, A., & Alami, F. (2020). Designing and validating educational standards for E-teaching in virtual learning environments (VLEs), based on revised Bloom’s taxonomy. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1739078
  • Bokhorst, F., Moskaliuk, J., & Cress, U. (2014). How patterns support computer-mediated exchange of knowledge-in-use. Computers & Education, 71, 153–164. https://doi.org/10.1016/j.compedu.2013.09.021
  • Bolisani, E., Scarso, E., & Padova, A. (2018). Cognitive overload in organizational knowledge management: Case study research. Knowledge and Process Management, 25(4), 223–231. https://doi.org/10.1002/kpm.1579
  • Chang, S.-C., Hsu, T.-C., & Jong, M. S.-Y. (2020). Integration of the peer assessment approach with a virtual reality design system for learning earth science. Computers & Education, 146. https://doi.org/10.1016/j.compedu.2019.103758
  • Chang, Y.-C., Kao, W.-Y., Chu, C.-P., & Chiu, C.-H. (2009). A learning style classification mechanism for e-learning. Computers & Education, 53(2), 273–285. https://doi.org/10.1016/j.compedu.2009.02.008
  • Chen, K.-C., & Jang, S.-J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741–752. https://doi.org/10.1016/j.chb.2010.01.011
  • Cherni, H., Métayer, N., & Souliman, N. (2020). Literature review of locomotion techniques in virtual reality. International Journal of Virtual Reality, 20(1), 1–20. https://doi.org/10.20870/IJVR.2020.20.1.3183
  • Chien, S.-Y., Hwang, G.-J., & Jong, M. S.-Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-speaking performance and learning perceptions. Computers & Education, 146. https://doi.org/10.1016/j.compedu.2019.103751
  • Dalgarno, B., & Lee, M. J. W. (2010). What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology, 41(1), 10–32. https://doi.org/10.1111/j.1467-8535.2009.01038.x
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of Use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
  • Dieckmann, P., Friis, S. M., Lippert, A., & Østergaard, D. (2012). Goals, success factors, and barriers for simulation-based learning. Simulation & Gaming, 43(5), 627–647. https://doi.org/10.1177/1046878112439649
  • Doumanis, I., Economou, D., Sim, G. R., & Porter, S. (2019). The impact of multimodal collaborative virtual environments on learning: A gamified online debate. Computers & Education, 130(September 2018), 121–138. https://doi.org/10.1016/j.compedu.2018.09.017
  • Dubovi, I., Levy, S. T., & Dagan, E. (2017). Now I know how! The learning process of medication administration among nursing students with non-immersive desktop virtual reality simulation. Computers & Education, 113, 16–27. https://doi.org/10.1016/j.compedu.2017.05.009
  • European Commission. (2018). Establishing common safety methods on safety management system requirements pursuant to directive (EU) 2016/798 of the European parliament and of the council and repealing Commission regulations (EU) No 1158/2010 and (EU) No 1169/2010. Official Journal of the European Union, 2016(68), 48–119.
  • Feng, Z., González, V. A., Amor, R., Lovreglio, R., & Cabrera-Guerrero, G. (2018). Immersive virtual reality serious games for evacuation training and research: A systematic literature review. Computers & Education, 127(September), 252–266. https://doi.org/10.1016/j.compedu.2018.09.002
  • Fowler, C. (2015). Virtual reality and learning: Where is the pedagogy? British Journal of Educational Technology, 46(2), 412–422. https://doi.org/10.1111/bjet.12135
  • Gao, Y., Gonzalez, V. A., & Yiu, T. W. (2019). The effectiveness of traditional tools and computer-aided technologies for health and safety training in the construction sector: A systematic review. Computers & Education, 138(May), 101–115. https://doi.org/10.1016/j.compedu.2019.05.003
  • Gavish, N., Gutiérrez, T., Webel, S., Rodríguez, J., Peveri, M., Bockholt, U., & Tecchia, F. (2015). Evaluating virtual reality and augmented reality training for industrial maintenance and assembly tasks. Interactive Learning Environments, 23(6), 778–798. https://doi.org/10.1080/10494820.2013.815221
  • González-González, C., & Blanco-Izquierdo, F. (2012). Designing social videogames for educational uses. Computers & Education, 58(1), 250–262. https://doi.org/10.1016/j.compedu.2011.08.014
  • Gómez, S., Zervas, P., Sampson, D. G., & Fabregat, R. (2014). Context-aware adaptive and personalized mobile learning delivery supported by UoLmP. Journal of King Saud University - Computer and Information Sciences, 26(1), 47–61. https://doi.org/10.1016/j.jksuci.2013.10.008
  • Göbel, S., & Wendel, V. (2016). Personalization and adaptation. In R. Dörner, S. Göbel, W. Effelsberg, & J. Wiemeyer (Eds.), Serious games: Foundations, concepts and practice (pp. 161–210). Springer International Publishing.
  • Göbel, S., Wendel, V., Ritter, C., & Steinmetz, R. (2010). Personalized, adaptive Digital educational games using narrative game-based learning objects. In X. Zhang, S. Zhong, Z. Pan, K. Wong, & R. Yun (Eds.), Entertainment for education. Digital techniques and systems (pp. 438–445). Springer Berlin Heidelberg.
  • Huang, E. Y., Lin, S. W., & Huang, T. K. (2012). What type of learning style leads to online participation in the mixed-mode e-learning environment? A study of software usage instruction. Computers & Education, 58(1), 338–349. https://doi.org/10.1016/j.compedu.2011.08.003
  • Kartiko, I., Kavakli, M., & Cheng, K. (2010). Learning science in a virtual reality application: The impacts of animated-virtual actors’ visual complexity. Computers and Education, 55(2), 881–891. https://doi.org/10.1016/j.compedu.2010.03.019
  • Kenny, C., & Pahl, C. (2009). Intelligent and adaptive tutoring for active learning and training environments. Interactive Learning Environments, 17(2), 181–195. https://doi.org/10.1080/10494820802090277
  • Kerr, P. (2016). Adaptive learning. ELT Journal, 70(1), 88–93. https://doi.org/10.1093/elt/ccv055
  • Klašnja-Milićević, A., Vesin, B., Ivanović, M., & Budimac, Z. (2011). E-Learning personalization based on hybrid recommendation strategy and learning style identification. Computers & Education, 56(3), 885–899. https://doi.org/10.1016/j.compedu.2010.11.001
  • Kritzinger, W., Karner, M., Traar, G., Henjes, J., & Sihn, W. (2018). Digital twin in manufacturing: A categorical literature review and classification. IFAC-PapersOnLine, 51(11), 1016–1022. https://doi.org/10.1016/j.ifacol.2018.08.474
  • Levallet, N., & Chan, Y. E. (2019). Organizational knowledge retention and knowledge loss. Journal of Knowledge Management, 23(1), 176–199 https://doi.org/10.1108/JKM-08-2017-0358
  • Lin, C. F., Yeh, Y., Hung, Y. H., & Chang, R. I. (2013). Data mining for providing a personalized learning path in creativity: An application of decision trees. Computers & Education, 68, 199–210. https://doi.org/10.1016/j.compedu.2013.05.009
  • Martinetti, A., Demichela, M., Spoolder, S., von Berg, J., & van Dongen, L. (2020). Reflections on the Adoption of Virtual Adaptive Learning Tool for Industrial Training (Vol. 1152, pp. 309–314).
  • Martinetti, A., Hart, K. T., Damgrave, R., Van Dongen, L. A. M., Turkenburg, R., & Nouwens, A. (2018). There is no spoon: Applying virtual reality for maintenance training of rolling stock technicians. International Journal of System of Systems Engineering, 8(4), 398. https://doi.org/10.1504/IJSSE.2018.094563
  • Mavroudi, A., Giannakos, M., & Krogstie, J. (2018). Supporting adaptive learning pathways through the use of learning analytics: Developments, challenges and future opportunities. Interactive Learning Environments, 26(2), 206–220. https://doi.org/10.1080/10494820.2017.1292531
  • Metzger, D., Niemöller, C., Wingert, B., Schultze, T., Bues, M., & Thomas, O. (2017). How machines are serviced – design of a virtual reality-based training system for technical customer services. International Conference on Wirtschaftsinformatik, St. Gallen, Switzerland, February 12–15.
  • Mikropoulos, T. A., & Natsis, A. (2011). Educational virtual environments: A ten-year review of empirical research (1999–2009). Computers & Education, 56(3), 769–780. https://doi.org/10.1016/j.compedu.2010.10.020
  • Mitri, M. (2003). Applying tacit knowledge management techniques for performance assessment. Computers & Education, 41(2), 173–189. https://doi.org/10.1016/S0360-1315(03)00034-4
  • Nonaka, I., & von Krogh, G. (2009). Perspective—tacit knowledge and knowledge conversion: Controversy and advancement in organizational knowledge creation theory. Organization Science, 20(3), 635–652. https://doi.org/10.1287/orsc.1080.0412
  • NS Learning Centre. (2019). Summary practical guide Safe and punctual Departure: Training route Main conductor.
  • Owen, L. E. (2017). An exploration of motivation, relevance and realism in simulation based medical education: “i don’t want to look like an idiot” [University of Dundee]. http://ezproxy.rice.edu/login?url=https://search.proquest.com/docview/2001422694?accountid=7064%0Ahttp://sfxhosted.exlibrisgroup.com/rice?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=dissertations+%26+theses&sid=ProQ:ProQuest+Di
  • Paramythis, A., & Loidl-reisinger, S. (2004). Adaptive learning environments and e-learning standards. Electronic Journal on e-Learning, 2(1), 181–194.
  • Park, J., Liu, D., Yi, M. Y., & Santhanam, R. (2019). GAMESIT: A gamified system for information technology training. Computers & Education, 142(December 2018), 103643. https://doi.org/10.1016/j.compedu.2019.103643
  • Peffers, K., Tuunanen, T., Rothenberger, M. A., & Chatterjee, S. (2007). A design science research methodology for information systems research. Journal of Management Information Systems, 24(3), 45–77. https://doi.org/10.2753/MIS0742-1222240302
  • Pot-Kolder, R., Veling, W., Geraets, C., Lokkerbol, J., Smit, F., Jongeneel, A., Ising, H., & Van Der Gaag, M. (2020). Cost-effectiveness of virtual reality cognitive behavioral therapy for psychosis: Health-economic evaluation within a randomized controlled trial. Journal of Medical Internet Research, 22(5), Article e17098. https://doi.org/10.2196/17098
  • Qin, J., Choi, K.-S., Pang, W.-M., Yi, Z., & Heng, P.-A. (2010). Collaborative virtual surgery: Techniques, applications and challenges. International Journal of Virtual Reality, 9(3), 1–7. https://doi.org/10.20870/IJVR.2010.9.3.2773
  • Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147(July 2019), 103778. https://doi.org/10.1016/j.compedu.2019.103778
  • Rienties, B., Giesbers, B., Lygo-Baker, S., Ma, H. W. S., & Rees, R. (2016). Why some teachers easily learn to use a new virtual learning environment: A technology acceptance perspective. Interactive Learning Environments, 24(3), 539–552. https://doi.org/10.1080/10494820.2014.881394
  • Santamaría-Bonfil, G., Ibáñez, M. B., Pérez-Ramírez, M., Arroyo-Figueroa, G., & Martínez-Álvarez, F. (2020). Learning analytics for student modeling in virtual reality training systems: Lineworkers case. Computers & Education, 151(March), 103871. https://doi.org/10.1016/j.compedu.2020.103871
  • Shamsuzzoha, A., Toshev, R., Vu Tuan, V., Kankaanpaa, T., & Helo, P. (2019). Digital factory – virtual reality environments for industrial training and maintenance. Interactive Learning Environments, 1–24. https://doi.org/10.1080/10494820.2019.1628072
  • Snyder, C. (2004). Paper prototyping the fast and easy way to design and refine user interfaces (1st). Morgan Kaufmann.
  • Soltani, P., & Morice, A. H. P. (2020). Augmented reality tools for sports education and training. Computers & Education, 155(May), 103923. https://doi.org/10.1016/j.compedu.2020.103923
  • Tyre, M. J., & von Hippel, E. (1997). The situated nature of adaptive learning in organizations. Organization Science, 8(1), 71–83. https://doi.org/10.1287/orsc.8.1.71
  • van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2020). Measuring the levels of 21st-century digital skills among professionals working within the creative industries: A performance-based approach. Poetics, 81. https://doi.org/10.1016/j.poetic.2020.101434
  • Vaughan, N., Gabrys, B., & Dubey, V. N. (2016). An overview of self-adaptive technologies within virtual reality training. Computer Science Review, 22, 65–87. https://doi.org/10.1016/j.cosrev.2016.09.001
  • Virvou, M., & Katsionis, G. (2008). On the usability and likeability of virtual reality games for education: The case of VR-ENGAGE. Computers & Education, 50(1), 154–178. https://doi.org/10.1016/j.compedu.2006.04.004
  • Wang, A., Thompson, M., Roy, D., Pan, K., Perry, J., Tan, P., Eberhart, R., & Klopfer, E. (2019). Iterative user and expert feedback in the design of an educational virtual reality biology game. Interactive Learning Environments, 1–18. https://doi.org/10.1080/10494820.2019.1678489
  • Wang, S., Christensen, C., Cui, W., Tong, R., Yarnall, L., Shear, L., & Feng, M. (2020). When adaptive learning is effective learning: Comparison of an adaptive learning system to teacher-led instruction. Interactive Learning Environments, 1–11. https://doi.org/10.1080/10494820.2020.1808794
  • Wang, T.-I., Su, C.-Y., & Hsieh, T.-C. (2011). Accumulating and visualising tacit knowledge of teachers on educational assessments. Computers & Education, 57(4), 2212–2223. https://doi.org/10.1016/j.compedu.2011.06.018
  • Wu, H.-Y., & Lin, H.-Y. (2012). A hybrid approach to develop an analytical model for enhancing the service quality of e-learning. Computers & Education, 58(4), 1318–1338. https://doi.org/10.1016/j.compedu.2011.12.025
  • Xie, H., Chu, H.-C., Hwang, G.-J., & Wang, C.-C. (2019). Trends and development in technology-enhanced adaptive/personalized learning: A systematic review of journal publications from 2007 to 2017. Computers & Education, 140(July 2018), 103599. https://doi.org/10.1016/j.compedu.2019.103599
  • Zahabi, M., & Abdul Razak, A. M. (2020). Adaptive virtual reality-based training: A systematic literature review and framework. Virtual Reality, 24(4), 725–752. https://doi.org/10.1007/s10055-020-00434-w