Learning Success in Immersive Virtual Reality Training Environments: Practical Evidence from Automotive Assembly

Learning success in assembly training using immersive virtual reality technologies depends on multiple factors ranging from quality levels of process and technical documentation, visual 3D rendering quality, maturity of didactic concepts to individual differences and attitudes of workers and trainers. In this paper, we present the results of a field study conducted in an automotive factory to evaluate an immersive virtual reality training environment (VTE). Set up under real training conditions, the VTE was operated by trainers to train novice assembly line workers on a specific task: the assembly of a vehicle center console. Using a between-subject design we compare training performance in terms of skill transfer and retention between workers being trained in the VTE to workers who had been trained conventionally on the physical car. Our results suggest positive transfer of the acquired procedures from the VTE to physical assembly and even performance improvements over time. We discuss learning success in the VTE in contrast to user experience feedback and the implemented sequence steps for mounting assembly parts, based on comprehensive behavioral data. Finally, reflections on trainer feedback lead the way to implications for the adaption of didactic strategies and operational procedures towards increasing overall effectiveness of VTE-supported assembly training.