Details:

Creators:
Coco, Mary Leah ; Cavin, Glynn W.
Coco, Mary Leah ; Cavin, Glynn W. Less -
Corporate Creators:
Louisiana Transportation Research Center
Corporate Contributors:
United States. Federal Highway Administration
Subject/TRT Terms:
[+]
Flaggers Learning Traffic Safety Education Training Programs Virtual Reality Work Zones Work Zone Safety
Publication/ Report Number:
FHWA/LA.13/502
Resource Type:
Tech Report
Geographical Coverage:
Louisiana
Corporate Publisher:
Louisiana. Dept. of Transportation and Development
Abstract:
Immersive Virtual Learning Environments (IVLEs) are extensively used in training, but few rigorous scientific investigations regarding the

transfer of learning have been conducted. Measurement of learning transfer through evaluative methods is key for determining the likelihood

of equivalent performance post-training intervention. Research has shown that immersive virtual learning environments are advantageous

for training psychomotor activities and spatial activities, but it is unclear whether these environments are beneficial for memorizing a

procedure. More important than the IVLE technology is the ability of IVLEs to provide higher critical thinking to learners. IVLEs are often

implemented through the use of game-based technology, which is argued to hold the promise for fostering critical thinking skills and other

21st century skills.

The role of a highway flagman is one that involves high-order problem solving and decision making skills due to variables, such as weather

conditions, traffic complexity, multifaceted geographic settings, and multiple lane intersections, that impact a flagman’s final decisions

regarding construction and/or maintenance work zone design and implementation. For this reason, it is critical for flaggers to receive highly

transferable training so they can perform to the best of their ability. This research tested the use of an IVLE simulating real-world highway

work zones. IVLEs go beyond traditional visual learning by presenting images that combine a new form of visual learning and virtual-experiential learning in a way that is more congruent with an individual’s visual images stored in memory, thus improving knowledge

transfer and retention. The visual cues that the learner experiences in the virtual world are so similar to the visual cues in the real world that

recall of virtual world lessons stored in memory are triggered by the same cues in the real world. Additionally, the student can experiment,

make mistakes, and repeat the activity as often as necessary, achieving a virtual-experiential understanding of the concept that can only be

duplicated in real-world experiential learning, which is often not practical. Such immersive engagement in the learning activity will allow the

learners to move beyond the memorization of the presented concepts and into the application and synthesis of the material.


Format:
PDF
Funding:
LTRC Project Number: 10-1SS ; State Project Number: 701-65-1402
LTRC Project Number: 10-1SS ; State Project Number: 701-65-1402 Less -
Collection(s):
US Transportation Collection
Main Document Checksum:
[+]
urn:sha256:7558ef871374bc847b4b98d9ed4d9cfea38db5f5fdc0dba504bda3981fee52f1
Download URL:
https://rosap.ntl.bts.gov/view/dot/22308/dot_22308_DS1.pdf
File Type:

Supporting Files

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