Dynamically Transparent Ghost Instructors and Their Effect on Learning and Skill Retention in Virtual Reality Environments

Comparing Static and Dynamic Transparency

Bachelor thesis (2024)

Authors

C.M.S. Visser Electrical Engineering, Mathematics and Computer Science

Contributors

Ricardo Marroquim Computer Graphics and Visualisation - EEMCS (mentor)
A. Zaidi Computer Graphics and Visualisation - EEMCS (mentor)
C.A. Raman Pattern Recognition and Bioinformatics - EEMCS (graduation committee member)
Faculty
Electrical Engineering, Mathematics and Computer Science, Electrical Engineering, Mathematics and Computer Science
More Info
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Published Date

27-06-2024

Language

English

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Faculty

Electrical Engineering, Mathematics and Computer Science

Abstract

Virtual Reality's uniquely immersive nature can facilitate skill transfer between an instructor and a student. Through the use of statically transparent ghost instructors that are superimposed on the student avatar, the student can learn skills by observing the ghost instructor's movements from a first-person perspective.

This paper aims to investigate the effect that changing the transparency values of the ghost avatar based on student performance has on learning and retaining skills. A small-scale user study has been conducted to contrast these dynamically and statically transparent ghost instructors. While the group taught by statically transparent ghost instructors displayed better performance improvement between training trials, the performance drop between the training and test trials was much smaller for the group taught by dynamically transparent ghost instructors.