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Advances in Human-Computer Interaction
Volume 2012, Article ID 521521, 7 pages
Research Article

Is Learning in Low Immersive Environments Carried over to High Immersive Environments?

Department of Education in Technology and Science, Technion-Israel Institute of Technology, 32000 Haifa, Israel

Received 20 February 2012; Accepted 18 July 2012

Academic Editor: Eva Cerezo

Copyright © 2012 Dror David Lev and Miriam Reiner. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


One of the more debated issues regarding training simulators is their validity for transfer of skills to sensory environments that differ from the simulator. In two experiments, the advantages of three-dimensional (3D) and collocated (Col) visual displays were evaluated in a realistic and complex visuomotor task. The two factors were evaluated independently, comparing Col-2D with dislocated-2D (experiment 1) and with Col-3D (experiment 2). As expected, in both cases the more immersive presentation condition facilitated better performance. Furthermore, improvement following training in the more immersive condition carried over to the following less immersive condition but there was no carry over in the opposing order of presentation. This is taken as an indication for the differential development of skills conditioned by the level of immersiveness of the training environment. This further suggests that learning of complex realistic tasks is not carried over from less immersive simulator to the complex sensory environment of reality, due to the large gap in sensory patterns.