Vocational Training in Virtual Reality: A Case Study Using the 4C/ID Model

Funding text 1: Funding: The HandLeVR research project (1 January 2019–28 February 22; https://handlevr.de/, accessed on 16 May 2022) is funded by the German Federal Ministry of Education and Research (grant number: 01PV18002B) with partners from the University of Potsdam, the University of Duisburg-Essen, ZWH e.V., and Mercedes Benz Group AG (also known as Daimler AG).; Funding text 2: However, VR is merely a learning tool comparable with a book or a chalkboard. Learning tools by themselves do not teach, but instructional methods embedded in the tool presentation affect learning activities [9,10]. Instructional methods offer a set of practical procedures that consider several principles of human learning, specifically, the conditions under which learning occurs [11]. Therefore, to use VR as a learning tool, an appropriate instructional design model guiding the development of a VR-supported training environment is inevitable. Thus, the presented HandLeVR (The HandLeVR research project (01.01.19–28.02.22; https://handlevr.de/; accessed on 17 June 2022) is funded by the German Federal Minister of Education and Research (grant number: 01PV18002B) with partners from the University of Potsdam, the University of Duisburg-Essen, ZWH e.V., and Mercedes Benz Group AG (also known as Daimler AG). The software and accompanying materials are available as open-source under https://github.com/HandLeVR; accessed on 17 June 2022) (see supplementary materials) research project aims to develop and evaluate an effective VR training application using a highly validated instructional design model, namely the four-component instructional design (4C/ID) model, originally developed by [12]. The VR training system, referred to as the VR Painting Simulator, intends to train coat applications on 3D workpieces. It facilitates competence-based learning in the vocational training of vehicle painters in Germany, mainly for first-year students. So far, the training of vehicle painters has mainly consisted of the behavioral observations of trainers or more experienced trainees, memorization of action sequences, and a few practical painting exercises. These are rare because the quality of trainees’ work is usually not sufficient for real customer orders. The VR Painting Simulator includes a set of learning tasks that differ from each other regarding various parameters (e.g., type of workpiece) as well as in terms of complexity [13]. It intends to help trainees to achieve the overarching goal of vocational action competence and to facilitate the integrative acquisition of competencies, i.e., knowledge, skills, and attitudes [14].

Funding text 1: Funding: The HandLeVR research project (1 January 2019–28 February 22; https://handlevr.de/, accessed on 16 May 2022) is funded by the German Federal Ministry of Education and Research (grant number: 01PV18002B) with partners from the University of Potsdam, the University of Duisburg-Essen, ZWH e.V., and Mercedes Benz Group AG (also known as Daimler AG).; Funding text 2: However, VR is merely a learning tool comparable with a book or a chalkboard. Learning tools by themselves do not teach, but instructional methods embedded in the tool presentation affect learning activities [9,10]. Instructional methods offer a set of practical procedures that consider several principles of human learning, specifically, the conditions under which learning occurs [11]. Therefore, to use VR as a learning tool, an appropriate instructional design model guiding the development of a VR-supported training environment is inevitable. Thus, the presented HandLeVR (The HandLeVR research project (01.01.19–28.02.22; https://handlevr.de/; accessed on 17 June 2022) is funded by the German Federal Minister of Education and Research (grant number: 01PV18002B) with partners from the University of Potsdam, the University of Duisburg-Essen, ZWH e.V., and Mercedes Benz Group AG (also known as Daimler AG). The software and accompanying materials are available as open-source under https://github.com/HandLeVR; accessed on 17 June 2022) (see supplementary materials) research project aims to develop and evaluate an effective VR training application using a highly validated instructional design model, namely the four-component instructional design (4C/ID) model, originally developed by [12]. The VR training system, referred to as the VR Painting Simulator, intends to train coat applications on 3D workpieces. It facilitates competence-based learning in the vocational training of vehicle painters in Germany, mainly for first-year students. So far, the training of vehicle painters has mainly consisted of the behavioral observations of trainers or more experienced trainees, memorization of action sequences, and a few practical painting exercises. These are rare because the quality of trainees’ work is usually not sufficient for real customer orders. The VR Painting Simulator includes a set of learning tasks that differ from each other regarding various parameters (e.g., type of workpiece) as well as in terms of complexity [13]. It intends to help trainees to achieve the overarching goal of vocational action competence and to facilitate the integrative acquisition of competencies, i.e., knowledge, skills, and attitudes [14].

Funding text 1: Funding: The HandLeVR research project (1 January 2019–28 February 22; https://handlevr.de/, accessed on 16 May 2022) is funded by the German Federal Ministry of Education and Research (grant number: 01PV18002B) with partners from the University of Potsdam, the University of Duisburg-Essen, ZWH e.V., and Mercedes Benz Group AG (also known as Daimler AG).; Funding text 2: However, VR is merely a learning tool comparable with a book or a chalkboard. Learning tools by themselves do not teach, but instructional methods embedded in the tool presentation affect learning activities [9,10]. Instructional methods offer a set of practical procedures that consider several principles of human learning, specifically, the conditions under which learning occurs [11]. Therefore, to use VR as a learning tool, an appropriate instructional design model guiding the development of a VR-supported training environment is inevitable. Thus, the presented HandLeVR (The HandLeVR research project (01.01.19–28.02.22; https://handlevr.de/; accessed on 17 June 2022) is funded by the German Federal Minister of Education and Research (grant number: 01PV18002B) with partners from the University of Potsdam, the University of Duisburg-Essen, ZWH e.V., and Mercedes Benz Group AG (also known as Daimler AG). The software and accompanying materials are available as open-source under https://github.com/HandLeVR; accessed on 17 June 2022) (see supplementary materials) research project aims to develop and evaluate an effective VR training application using a highly validated instructional design model, namely the four-component instructional design (4C/ID) model, originally developed by [12]. The VR training system, referred to as the VR Painting Simulator, intends to train coat applications on 3D workpieces. It facilitates competence-based learning in the vocational training of vehicle painters in Germany, mainly for first-year students. So far, the training of vehicle painters has mainly consisted of the behavioral observations of trainers or more experienced trainees, memorization of action sequences, and a few practical painting exercises. These are rare because the quality of trainees’ work is usually not sufficient for real customer orders. The VR Painting Simulator includes a set of learning tasks that differ from each other regarding various parameters (e.g., type of workpiece) as well as in terms of complexity [13]. It intends to help trainees to achieve the overarching goal of vocational action competence and to facilitate the integrative acquisition of competencies, i.e., knowledge, skills, and attitudes [14].