Technical Training & Applied VR: An Analysis of Intersectional Learning Theories

Introduction 

Virtual Reality (VR) technology has become a significant tool in technical training by offering immersive and interactive learning environments. This case study examines the repeated themes across several Constructivist based learning theories — Kolb’s Experiential Learning Model, Project-Based Learning, Student-Centered Learning, and Self-Directed Learning — and their application in VR-based technical training across industries such as audio engineering, airplane maintenance, and laparoscopic surgery. This missive's goal is to show how these theories enhance the effectiveness of VR in technical training by promoting engagement, retention, and practical skill acquisition. 

The Umbrella of Constructivism 

Constructivism suggests that learners construct knowledge through experiences and reflections on those experiences — a combination of internal and external factors. This differs from the external Behaviorist and internal Cognitivist approaches that dominated the 20th century. (Kimmons & Caskurlu, 2020; McDonald & West, 2021; Thompson, 2017). In VR based technical training, learners engage in realistic simulations where they manipulate equipment, perform tasks, and see the immediate consequences of their actions. This active learning, centered in Constructivist practices, helps trainees build their understanding of complex technical concepts in real-world contexts (Singham & Paul, 2024). For example, in audio engineering, a VR environment can simulate sound equipment and mixing scenarios, allowing learners to experiment with different settings and techniques, observing the results in real-time.

The Constructivist approach ensures that knowledge is not passively received but actively built, making learning more effective and meaningful (Kimmons & Caskurlu, 2020). Constructivism's emphasis on active learning is particularly beneficial in VR settings, where learners can engage in trial-and-error processes that parallel real-world problem-solving scenarios, enhancing their cognitive and technical skills. The interactive nature of VR also allows learners to receive guidance and immediate feedback, reinforcing their learning and understanding through continuous improvement (Bodekaer, 2016). 

Kolb’s Experiential Model 

“Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand.” (Confucius Circa 450 BC) 

Kolb’s Experiential Learning Model emphasizes learning through experience, involving four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation (Zhou & Brown, 2017). VR training aligns well with this model by providing concrete experiences through realistic simulations. For example, in airplane maintenance, trainees can virtually interact with and explore aircraft components and connections, gaining hands-on experience without the risks associated with real-life technical failures. 

Learners can reflect on their actions within the VR environment, helping them to conceptualize the underlying principles of their tasks. This reflection is crucial as it allows learners to understand the reasons behind their successes and mistakes, fostering deeper cognitive connections. They can then experiment with different approaches in a safe virtual setting, facilitating the iterative process of learning. Interestingly, Kolb designed his model to begin at any stage, so long as the cycle is completed sequentially. This offers accessibility to more learners, allowing the individual to initiate the task from any of the four stages that most align with their desired approach. By cycling through the stages of Kolb’s experiential model, learners can develop a robust understanding and retention of technical skills, refining their knowledge through iterative practice and reflection — and by utilizing VR, this iterative process can be applied to real-world scenarios without risk of harm (Kimmons & Caskurlu, 2020; Singham & Paul, 2024). 

Project-Based Learning 

Project-Based Learning (PjBL) involves learners working on projects over extended periods, culminating in a final product or presentation (Blumenfeld et al., 1991). VR enhances PjBL by offering a platform where learners can engage in complex, technical projects that mirror real-world tasks. In laparoscopic surgical training, for example, novices can practice fundamentals within a VR environment to complete a simulated procedure, preserving valuable cadaver resources for more advanced trainees (Draper & Constantin, 2022). 

This hands-on, project-centered approach fosters critical thinking, problem-solving, and collaboration skills, which are all essential for technical professionals (Kimmons & Caskurlu, 2020; Thompson, 2017). PjBL builds on the experiential learning and Constructivist principles by embedding practical, project-based tasks into the learning process — blurring the lines between theoretical and applied, hands-on knowledge. Furthermore, PjBL that utilizes VR encourages teamwork and communication, as learners often need to work together to solve complex problems and provide each other feedback, reflecting real-world professional environments (Singham & Paul, 2024). 

Student-Centered Learning 

Student-Centered Learning (SCL) focuses on the individualized needs, preferences, and interests of learners, giving them control over their learning process, making choices on how to achieve a result throughout the intervention (U.S. Dept. Of Education, 2010). SCL empowers learners to make decisions about their learning pathway, making VR a powerful ally to this design theory. VR experiences allow for customization of an intervention to suit individual learner needs, while also responding to learner to decisions throughout the virtual experience (Zhong & Zhou, 2024). In audio engineering training, students can choose specific modules that align with their career goals, such as live sound or studio recording, then progress at their own pace to discover concepts and practice techniques as they arise. This personalized approach increases motivation and engagement, as learners feel more invested in their education. VR’s interactive nature also allows for immediate feedback and adjustments, further enhancing the effectiveness of student-centered learning (Zhong & Zhou, 2024).  

Self-Directed Learning 

Self-Directed Learning (SDL) empowers learners to take initiative in their education, setting goals, identifying resources, and evaluating their progress — much like this graduate program (Robinson & Persky, 2020). This differs from SCL, where students determine their own pathways to success within an intervention, as SDL requires reflective needs analysis to determine the very content required for learning. VR facilitates SDL by providing a flexible and resource-rich environment where learners can explore and practice skills independently. In airplane maintenance training, for instance, learners can access a virtual hangar with various aircraft models and maintenance scenarios, and based on personal assessment of knowledge-gaps, select procedures and troubleshooting issues to practice on their own. This autonomy fosters deeper engagement with the material, as learners are responsible for their learning outcomes, and the immersive VR environment makes the learning process more realistic and interactive (Singham & Paul, 2024). Furthermore, the flexibility of VR simulations allows learners to revisit content as needed, providing ample opportunity for practice and refinement at their own pace. This approach is particularly beneficial in technical fields where continuous practice and updating of skills are crucial. 

Conclusion 

The integration of VR in technical training is an effective tool for elevated learning outcomes as it supports attaining a deeper understanding and connection to the learner’s craft. Development of a technical skillset requires active, practical, and realistic training — all central to Constructivist frameworks. A central theme amongst Kolb’s Experiential Learning Model, Project-Based Learning, Student-Centered Learning, and Self-Directed Learning is that they all contribute an approach to enhance learner engagement, increase retention, and acquire practical skills. By placing active learning at the center of student-led projects, instructional designers can ensure that learning is tailored, relevant, and aligned with individual learner objectives, therefore maximizing engagement and outcomes. By identifying these connective threads and using the strengths of each theory, VR-based training programs can better prepare learners for technical professions across a wide breadth of industries.  

References 

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Zhong M. & Zhou YP. (2024, June). Virtual-reality system for elevator maintenance education: Design, implementation and evaluation. Engineering Reports. 6(6) Retrieved from https://onlinelibrary.wiley.com/doi/epdf/10.1002/eng2.12873