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HandLeVR - A vocational training environment based on the 4C/ID model

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Miriam Mulders at University of Duisburg-Essen
Miriam Mulders
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Abstract

Unfortunately, this year's EARLI (European Association for Research on Learning and Instruction) SIG 6 & 7 (Instructional Design & Technology-Enhanced Learning and Instruction) could not be hosted by the University of Tübingen as planned, but took place online. Besides interesting keynote speeches, symposia and demonstrations, Miriam Mulders presented her work "VR-training for vehicle painters. A vocational training environment based on the 4C/ID model". Translated with www.DeepL.com/Translator (free version)
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HandLeVR –
A vocational training environment based on the 4C/ID model
Miriam Mulders
EARLI Sig 6 & 7 Meeting - 24.08.2020
Instructional Design and Technology:
From the lab to the classroom
24.08.2020
Miriam Mulders
Project backgrounds
Background
Applying 4C/ID model (van Merriënboer & Kirschner, 2018) in VR-Painting Simulator to enable
integrative acquisition of competences: knowledge, skills and attitudes (Brockmann et al., 2008)
•instructional design model that contains 4 components: (a) learning tasks, (b) supportive information,
(c) just-in-time-information, (d) part-task-practice
Research questions
Is 4C/ID model applicable to the competence acquisition in the realm of vocational training of
vehicle painters?
VR learning environments seems to be especially useful to train skills (Jensen & Konraden,
2018). Is this true or is it equally possible to acquire knowledge and attitudes?
24.08.2020
Miriam Mulders
Method
24.08.2020
Miriam Mulders
Procedure
•pilot study
•first prototype of learning tasks
Participants
•N= 8 staff members working in local centers of German Chamber of Crafts in the field
of vehicle painting
•age: M= 40.71 (SD = 10.19)
•7 male, 1 female
Material
•Two paper-and pencil-questionnaires
•5-point Likert scale: 1 (do not agree) to 5 (totally agree)
1. applicability of the 4C/ID model
2. integrated acquisition of KSA
Results
4C/ID model is sufficiently applicable to the competence acquisition in
vehicle painting (M= 4.00, SD = .87)
Results show advantages in the training of skills and
attitudes when compared to knowledge (knowledge and attitudes: t(6)
= -2.62, p= .04*;knowledge and skills: t(6) = -2.74, p = .03*; skills and
attitudes: t(6) = .96, p= .37, n.s.).
24.08.2020
Miriam Mulders
Discussion
The study has two major contributions:
First, it shows that the 4C/ID model is suitable for the design of
competence-based training in VR in vocational education.
Second, skills are trained significantly better compared to knowledge but
not compared to attitudes.
•explanation: motor activities realistically simulated, knowledge
elements were represented through text or video
Also, the training is more appropriate for developing attitudes than for
acquiring knowledge.
•explanation: motivation by medium
24.08.2020
Miriam Mulders
References
Brockmann, M., Clarke, L., & Winch, C. (2008). Knowledge, skills, competence:
European divergences in vocational education and training (VET) - the
English, German and Dutch cases. Oxford Review of Education, 34 (5), 547–567.
https://doi.org/10.1080/03054980701782098
Jensen, L., & Konradsen, F. (2018). A review of the use of virtual reality
headmounted displays in education and training. Education and Information
Technologies, 23 (4), 1515–1529. https://doi.org/10.1007/s10639-017-9676- 0
Van Merriënboer, J. J. G., & Kirschner, P. A. (2018). Ten steps to complex learning:
A systematic approach to four-component instructional design (Third edition).
Routledge Taylor & Francis Group.
24.08.2020
Miriam Mulders
... Diese Form der Vergemeinschaftung kann mit Bezug zu den Arbeiten von Kucklick (2017) Wenn neben den üblicherweise Anleitenden unbekannte Dritte aus dem digitalen Bereich den Unterricht (mit)übernehmen und steuern, ergeben sich neue und vor allem grundlegende didaktische Fragen. Denn wenn derzeit schon auszubildende Lackierer nicht mehr an Fahrzeugen oder Fahrzeugteilen, sondern in virtuellen Welten (Mulders, 2020) die Sprühflasche führen, dabei keine Lösungsmittel mehr riechen, Metalle verwenden usw., aber höchst präzise Rückmeldungen zu ihren Lackierversuchen erhalten, dann könnten Sportlehrkräfte z. B. die Einzelkorrektur beim Badminton-Smash bald schon der Virtual-Reality-Technologie überlassen. ...
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Lehren, Lernen und Unterrichten sind die Gegenstandsfelder der sportwissenschaftlichen Teildisziplin Sportdidaktik. Beeinflusst von Entwicklungen der Allgemeinen Didaktik und gekennzeichnet durch Debatten um Positionen, um welchen Gegenstand es gehen soll und welche didaktischen Konsequenzen aus den Erkenntnissen der Sportwissenschaft zu ziehen sind, zeigt sich die Sportdidaktik als facettenreiche Disziplin. Vorläufer der Sportdidaktik ist die Theorie der Leibeserziehung. Auf die bildungstheoretische argumentierende Erziehung, die am Leib ansetzt, folgte die Sportdidaktik, deren Referenz der außerschulische Sport ist, auf den es junge Menschen vorzubereiten gilt. In der Sportdidaktik wird insbesondere im Bereich der schulsportdidaktischen Diskussion seit 50 Jahren intensiv über normative Vorstellungen (Soll) zur Gestaltung von Lehr- und Lernprozessen im Kontext von Bewegung, Spiel und Sport debattiert, wie am Beispiel der Sportdidaktischen Konzepte, den Kompetenzmodellen oder der Lehrplanentwicklung ersichtlich wird. Gleichzeitig hat sich diese Sportdidaktik seit dem Beginn der 1970er-Jahre mit durchaus wechselnden Bezügen zu einer insgesamt intensiv empirisch arbeitenden Wissenschaftsdisziplin entwickelt. Dabei wird im Kontext verschiedener Forschungsthemen versucht, empirische Antworten und Hinweise (Sein) auf normative Fragen, Vorstellungen (Soll) und aktuelle gesellschaftliche und politische Herausforderungen zu liefern. So zeigt sich am Beispiel der zunehmenden Digitalisierung des Lehrens und Lernens im Sport, dass sich die Sportdidaktik nicht den gesellschaftlichen, politischen und kulturellen Entwicklungen entziehen kann und auch für diese um das Jahr 2020 hochaktuellen Entwicklungen Antworten finden muss.
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A review of the use of virtual reality head-mounted displays in education and training
Article
Full-text available
  • Jul 2018
  • Educ Inform Tech
In the light of substantial improvements to the quality and availability of virtual reality (VR) hardware seen since 2013, this review seeks to update our knowledge about the use of head-mounted displays (HMDs) in education and training. Following a comprehensive search 21 documents reporting on experimental studies were identified, quality assessed, and analysed. The quality assessment shows that the study quality was below average according to the Medical Education Research Study Quality Instrument, especially for the studies that were designed as user evaluations of educational VR products. The review identified a number of situations where HMDs are useful for skills acquisition. These include 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 your emotional response to stressful or difficult situations. Outside of these situations the HMDs had no advantage when compared to less immersive technologies or traditional instruction and in some cases even proved counterproductive because of widespread cybersickness, technological challenges, or because the immersive experience distracted from the learning task.
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Knowledge, skills, competence: European divergences in vocational education and training (VET) - the English, German and Dutch cases
Article
Full-text available
  • Oct 2008
Incl. bibl., abstract Policy debates on employability, lifelong learning and competence-based approaches suggest a convergence of VET approaches across European countries. Against the background of the creation of a European Qualifications Framework, this paper compares the VET systems of England, Germany and The Netherlands. The analysis reveals the distinct understandings and meanings of outwardly similar terms. These meanings are deeply rooted in the countries' institutional structures and labour processes and still inform national debates and policies today. The paper identifies a major distinction between a 'knowledge-based' VET model in Germany and The Netherlands and a 'skills-based' model in England. There is a need to develop trans-national categories that take into account the social construction of terms such as 'skills' and 'qualifications'.
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Oxford Review of Education
  • 547-567
  • German English
  • Dutch Cases
English, German and Dutch cases. Oxford Review of Education, 34 (5), 547-567. https://doi.org/10.1080/03054980701782098