case study


 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;


 increase the speed of production of highly effective 3D virtual reality training appropriate across a multitude of skill sets.


The learning solution Train4TradeSkills developed a 3D interactive virtual environment in which learners could practice using the tools of their trade using an innovative hand-held device – the Unanomote – which becomes the mode of operation for all the tools within the 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 any tool which the user needs to employ in order to complete a task. Hinged at one end with a built in resistance, the device helps, for instance, the student feel they are actually using a pipe bender. By using this, they master the technique of how to bend a pipe without wasting several pieces of copper pipe as they learn. The custom built and patented motion-tracking interface represents a unique and groundbreaking development in vocational training, and comprises three pieces of hardware: the Unanomote; an infrared camera; a head-mounted display. This hardware solution provides a low cost unit which will allow students to


use it at home, as well as in the classroom before attempting tasks within the workshop. The system can be used with PC and Mac, mobile devices such as iPads 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’ first step was to research all the processes with the help of specialist tutors. However, while the processes were largely described as being the same, each tutor had slightly different approaches to the various details of the methods. It used flow diagrams and storyboards to find the optimal path through each individual task, before going through them with each of the tutors to find the 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 observe and reinforce correct methods as well as discuss any misuse of the tools, so that the student is better prepared and safer when they enter the workshop. All user interactions had to be representative of the real-life procedures they would be expected to undertake in the workshop. However, the simulation had to strike the right balance between the multiple repetitions needed in real life to learn each task, with the number of repetitions needed to explain the process, while keeping the learner well engaged 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 motion controls was not ideal for mouse or cursor control on the screen. This was overcome by using a limited number of buttons on the hand- held device to control the menus and icon lists in the virtual environment. The i3D software engine provides a structured way to develop training by using core object-oriented programming concepts that encourage reuse of code. This significantly reduces development time and increases speed of production.


Results


The value of the system was demonstrated by dividing the class into two groups, with one group using a traditional handbooks/workshop approach and the other group integrating the interactive virtual videogame in their learning. Those who practiced their skills in the virtual simulation showed a greater degree of familiarity with the tools and processes involved. As a result, they acted with more


may 2012 e.learning age


Box: Seven tips for engaging learners in game-based learning


 Identify the right need Make 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 any platform, including learners’ own mobile devices.  Measure the benefits


A control group who continue to use traditional classroom methods can help.


 Build confidence in a safe environment Older learners in particular may lack confidence. Allow them the opportunity to succeed in a safe environment to build their confidence.


 Don’t forget the tutor


Their role is an important part of the virtual training world, both in clarifying the design and in observing and reinforcing correct methods.


 Competition motivates!


The experience of winning an enjoyable serious game can help learners overcome their fear of failure.


 Adapt to individual needs Let learners determine their own learning path depending on their base knowledge and learning abilities.


skill and confidence when faced with the corresponding task in the workshop. The system met all its 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 this sort of professional training: Costs spent on copper pipe assets reduced by 20%. For a full class 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 for every class of thirty over the duration of a full teaching year. Time spent training reduced by 10-30%. This system reduced the amount of time


that a student needed to spend in class by an estimated 10%, and in the workshop by 30%, resulting in a possible saving of £90,600 for the education of a full class. The i3D engine offers great potential for expansion, allowing Train4TradeSkills to develop it into other fields of professional vocational training. By breaking free from the traditional constraints of textbook and workshop learning, it can supply both students and course providers with an effective way of teaching. In addition, the i3D Engine delivers an engaging yet powerful simulation in the form of an educational 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.”


Dr Genny Dixon, head of research, Towards Maturity


Created as part of the e.learning age and Towards Maturity Good Practice Partnership


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