Studies have shown that learning through experience increases the quality of learning and retention by 75–90% and has been argued as being the most effective way to learn (Pérez-Sabater 2011). In VR, users are immersed in a real-life simulation and learn through practical experience. Virtual reality training facilitates experiential learning, which is referred to as learning through action, learning by doing, learning through experience, and learning through discovery and exploration (Kolb and Kolb 2005). A meta-analysis of nearly 70 educational VR applications gives evidence that VR-based training is an effective means of enhancing learning outcomes (Merchant et al. On-the-job training is not practical with high cost and safety concerns in many on-site work situations that have a high focus on productivity. Computer-based learning and other traditional training programs are not adequate in training for various situations with which decision makers must deal (Wang et al. As the technologies in industry are rapidly changing, providing suitable training programs is of utmost importance. This approach can increase the skilled workforce while decreasing training costs and safety concerns. As the decay of a skill depends greatly on the degree to which the skill was learned, the higher the acquisition environment (e.g., immersive training), the longer the retention (Loftus 1985). Twenty-one experimental studies involving VR training since 2013 were analyzed and found that head-mounted devices (HMD)s are useful for skills acquisition, such as cognitive skills related to remembering and understanding spatial and visual information and knowledge psychomotor skills related to head movement, such as visual scanning or observational skills and affective skills related to controlling emotional responses to stressful or difficult situations (Jensen and Konradsen 2017). Integrating workplace competencies into an application with strategies to support student retention can potentially lead to improved technical science, technology, and engineering (STE) education. Virtual reality (VR) training provides a portable solution for learning and refinement of skills that reduces costs associated with bringing in specialized educators and travel time as well as risk to the student. Although the 3D modeled group had slightly higher realism according to the presence questionnaire and had slightly higher averages in the comparative analysis questionnaire, the 360° panorama application has shown to be the most effective for training and the quickest to develop. Testing results of the 3D modeled VE group had an average normalized gain of 0.03 and the 360° panorama group, 0.43. Switching to a mobile VR headset saves money, increases mobility, decreases set-up and breakdown time, and has less spatial requirements. Quantitative and qualitative study then was conducted to compare the effectiveness of a 360° panorama VR training application and a 3D modeled one. This paper initially summarizes the development of a VR training application and initial pilot study. The advantages of photorealism over 3D models for training and education are not clearly defined. Utilizing 360° panoramas can provide a low-cost and quick-to-capture alternative with photorealistic representations of the actual environment. Panoramas can be used to showcase complex scenarios that are difficult to model and are computationally expensive to view in virtual reality (VR). Often these three-dimensional (3D) modeled applications use an unrealistic VE and, therefore, do not provide a full depiction of real-world environments. Due to the high computational costs that are necessary to produce virtual environments (VEs), the potential for photorealism is sacrificed. Virtual field trip is a way of providing users with some knowledge and exposure of a facility without requiring them to physically visit the location.
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