New computer technologies, like virtual reality (VR), have created opportunities to study
human behaviour and train skills in novel ways. VR holds significant promise for maximising
the efficiency and effectiveness of skill learning in a variety of settings (e.g., sport, medicine,
safety-critical industries) through immersive ...
New computer technologies, like virtual reality (VR), have created opportunities to study
human behaviour and train skills in novel ways. VR holds significant promise for maximising
the efficiency and effectiveness of skill learning in a variety of settings (e.g., sport, medicine,
safety-critical industries) through immersive learning and augmentation of existing training
methods. In many cases the adoption of VR for training has, however, preceded rigorous testing
and validation of the simulation tool. In order for VR to be implemented successfully for both
training and psychological experimentation it is necessary to first establish whether the
simulation captures fundamental features of the real task and environment, and elicits realistic
behaviours. Unfortunately evaluation of VR environments too often confuses presentation and
function, and relies on superficial visual features that are not the key determinants of successful
training outcomes. Therefore evidence-based methods of establishing the fidelity and validity of
VR environments are required. To this end, we outline a taxonomy of the subtypes of fidelity and
validity, and propose a variety of practical methods for testing and validating VR training
simulations. Ultimately, a successful VR environment is one that enables transfer of learning to
the real-world. We propose that key elements of psychological, affective and ergonomic fidelity,
are the real determinants of successful transfer. By adopting an evidence-based approach to VR
simulation design and testing it is possible to develop valid environments that allow the potential
of VR training to be maximised.