Dynamically Transparent Ghost Instructors and Their Effect on Learning and Skill Retention in Virtual Reality Environments
Comparing Static and Dynamic Transparency
C.M.S. Visser (TU Delft - Electrical Engineering, Mathematics and Computer Science)
Ricardo Marroquim – Mentor (TU Delft - Computer Graphics and Visualisation)
A. Zaidi – Mentor (TU Delft - Computer Graphics and Visualisation)
C.A. Raman – Graduation committee member (TU Delft - Pattern Recognition and Bioinformatics)
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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.