Why extended Reality (xR) is an Effective Tool in Manufacturing: A Brain Science Analysis.

This report focuses on a learning science evaluation of extended reality (xR) technology’s potential as a learning and training tool in the manufacturing sector. xR technologies come in two major forms: augmented reality (AR) – in which the learner is in a real environment where digital information is overlaid onto the learner’s field of view –  and virtual reality (VR) – in which the learner is immersed in a completely new virtual environment separate from their physical surroundings.

This report shows that xR technologies hold great promise in manufacturing because they reduce the cognitive load on the learner, provide the opportunity for limitless practice, and speed learning and retention by broadly engaging multiple learning systems in the brain in synchrony.

The Importance of Learning and Training in Manufacturing

High quality training tools are necessary to enhance accuracy and efficiency in the manufacturing process, where one mistake or small inefficiency can have significant ripple effects that are costly and time-consuming. For example, individuals tasked with supply chain management must quickly and accurately evaluate inventory levels, place necessary orders, and facilitate the movement of supplies and goods. All personnel in manufacturing must be well versed on the environmental health and safety rules, regulations, and emergency action plans. This is critical for compliance purposes, but also to reduce the risk of accidents that can endanger workers and slow or stop the manufacturing process.

Experiential learning is effective because it engages multiple learning systems in the brain in synchrony
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Product development is critical and involves an iterative learning process in which prototypes are developed, evaluated, and ultimately lead to a viable product. Product manufacturing requires highly trained technicians to operate and maintain the manufacturing equipment. When the equipment breaks down operators must troubleshoot and address the problem as quickly, accurately and safely as possible. Field service is also important to keep customers happy and their equipment running smoothly.

This report focuses on a learning science evaluation of extended reality (xR) technology’s potential as a learning and training tool in the manufacturing sector
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Learning Science of Training in Manufacturing

“Learning is an experience. Everything else is just information” Albert Einstein

This is an insightful quote from Albert Einstein that is supported by learning science—the marriage of psychology and brain science. As elaborated below, experiential learning is effective because it facilitates the engagement of multiple learning systems in the brain in synchrony. Experiential learning also provides the foundation for the effectiveness of AR and VR in manufacturing and other sectors.

The human brain is comprised of at least three distinct learning systems
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The human brain is comprised of at least three distinct learning systems; a  schematic of theseis provided in the figure below. The cognitive skills learning system in the brain has evolved to obtain and process knowledge and facts. Whether comparing inventory with a checklist, studying safety rules and regulations, reading equipment training manuals, or vetting product descriptions, the cognitive skills learning system is being recruited.

Experiential learning provides the foundation for the effectiveness of AR and VR in manufacturing
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Cognitive skill learning tends to involve processing text and schematics and is limited by the learner’s working memory and attention span. It requires focus and mental repetition for long-term memory storage. The cognitive skills learning system encompasses the prefrontal cortex, hippocampus and associated medial temporal lobe structures in the brain. The ultimate goal of this system is to transfer knowledge from short term memory in the prefrontal cortex to long term memory in the hippocampus and medial temporal lobes. Processing in this system is adversely affected by stress, pressure, and anxiety. This system is slow to develop, not reaching maturity until individuals are in their 20’s, and begins to decline in middle age.

xR technologies reduce the cognitive load on the learner, providing opportunity for limitless practice and speed learning and retention by engaging multiple learning systems in the brain
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One mistake or small inefficiency can have a ripple effect throughout the manufacturing process that is costly and time-consuming
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The behavioral skills learning system in the brain has evolved to learn behaviors. It is one thing to know what to do, but it is completely different to know how to do it. Knowing the safety rules and regulations is completely different from knowing how to initiate those behaviors in an emergency. Memorizing the operations or repair manual for a piece of machinery is different from knowing how to operate or repair the machine. Behavioral skills are learned by doing.

Cognitive skill learning tends to involve processing text and schematics and is limited by the learner’s working memory and attention span
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Processing in this system is optimized when behavior is interactive and is followed in real-time (literally within milliseconds) by corrective feedback. Behaviors that are rewarded will be more likely to occur in the future, and behaviors that are punished will be less likely to occur in the future. Interestingly, this system does not rely on working memory and attention, and “overthinking it” hinders behavioral skills learning. Behavioral skill learning is mediated by the basal ganglia and gradual, incremental dopamine-mediated changes in behavior. The ultimate goal of this system is to train direct neural connections between sensory regions and motor regions in the brain that drive behavior.

As Einstein so eloquently stated, experience is at the heart of all learning. It is also the key ingredient in xR training. The experiential learning system has evolved to represent the sensory aspects of an experience, whether visual, auditory, tactile or olfactory. Every experience is unique, and adds rich context to cognitive and behavioral skills learning. The critical brain regions associated with experiential learning differ as a function of the sensory input. Visual representations are formed in the occipital lobes and auditory representations are formed in the temporal lobes. Tactile representations are formed in the parietal lobes and olfactory information is represented in the piriform cortex and olfactory bulb.

xR Applications in Manufacturing

The key ingredient of xR technology in manufacturing is that experiential learning systems are being recruited in synchrony with cognitive and/or behavioral learning systems. Here I outlined 5 use cases for xR in manufacturing.

The experiential learning system has evolved to represent the sensory aspects of an experience, whether visual, auditory, tactile or olfactory
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Supply Chain: Suppose you are tasked with inventory control. In a typical scenario, you might approach each set of inventory, count it, note this on a clipboard or tablet, and tag inventory that is low and in need of replenishment. In this case, your cognitive system is highly engaged. You must focus on the inventory and count it, then shift attention to the clipboard or tablet, find the appropriate location, write the number down, then repeating the process. The working memory and attention load are high, attention switching is necessary, and thus, the potential for error and reduced efficiency is also very high.

Every experience is unique, and adds rich context to cognitive and behavioral skills learning
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Now consider the same situation but where you don a pair of augmented reality glasses. You scan the inventory room and visual cues on the display direct you to the first set of items to be counted. You scan the items and a built-in algorithm counts the number of items present and the number needed. When the inventory is low a warning is presented and you are asked to tag this item for replenishment. The glasses then direct you to next inventory item to be counted. Once the inventory process is complete the system prompts you to send the inventory needs to the relevant purchasing departments. In this case, your cognitive load is reduced, attention switching is minimized, the experiential and cognitive systems are engaged, and you are guided through the process in the most behaviorally efficient method possible. The process is faster and more accurate and the likelihood of a supply chain error is reduced.

It is one thing to know what to do, but it is completely different to know how to do it
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Environmental Health and Safety: Suppose you work in a manufacturing plant and you need to learn the steps to take to keep the workplace safe. You could read a workplace safety manual that describes the rules and regulations with text and figures. This places a heavy load on working memory and attention to translate the abstract information into a visual representation of the steps you would need to take during a safety incident. Alternatively, you could read the manual and also watch a video that shows actual or simulated safety conditions. This is better because the experiential systems in your brain are being engaged to some degree. However, in both cases, your goal is to store this information in memory for use later during a real-world situation in which your and your co-worker’s safety is in jeopardy.

Behavioral skills are learned by doing
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Alternatively, you could be directed to predefined locations in the workplace while wearing augmented reality glasses. At each location your view of the workplace is augmented with static text overlays or dynamic video that provides specific information on the safety guidelines or usage of safety tools. For specific safety equipment, you could receive step-by-step instructions or visual labels describing exactly how the equipment works. You might then be asked to demonstrate your skill with a specific safety tool, with or without text-based prompting and receive real time feedback. Analogously, you might don a VR headset and be transported into the middle of a workplace emergency. You might scan your virtual environment watching personnel follow or fail to follow the guidelines within this chaotic situation while receiving auditory feedback on the appropriate actions.

In AR and VR, there is minimal need to translate abstract text or figures into a visual representation because this information is being supplemented with experiential learning that is proximal and salient
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In the AR and VR examples, there is minimal need to translate abstract text or figures into a visual representation because this information is being supplemented with experiential learning that is proximal and salient. Because multiple brain systems are active, the memory traces in each system are strong and interconnected. Behavioral learning will also occur when you demonstrate your skill with safety tools and receive feedback either with the AR tool, or in VR with haptic feedback incorporated.

Product Development and Prototyping: Suppose you are part of the product development team. This is an iterative process in which schematics and computer aided design (CAD) tools are utilized and ultimately lead to the development of a prototype. As with reading text and studying static figures, this places a heavy load on the cognitive skills system in the brain to construct a 3D dynamic image from a series of 2D static images. It is difficult to know if this translation is effective for each member of the team and whether all team members “visualize” the same product. This is suboptimal and inefficient.

Instead, imagine donning an AR or VR tool in which a virtual 3D dynamic prototype is presented simultaneously to all members of the product development team early in the development process. The team is either physically present in a single room or are virtually collaborating via VR. Either way, all team members can view the single prototype, can “hold” it in their hands, and can manipulate the prototype –  all while discussing specific design features that they like or dislike. In this case, the cognitive load is minimized because a 3D dynamic prototype is present from the start. In addition, because the prototype can be shared virtually, team members in any location can collaborate.

The key ingredient of xR technology in manufacturing is that experiential learning systems are being recruited in synchrony with cognitive and/or behavioral learning systems
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Equipment Operation and Repair Training: Suppose you are training on the operation and repair of a large, expensive, and rare piece of equipment. Because there are only a few training centers around the world you begin by reading and memorizing the operations and repair manuals. Then you fly to a training center for an intensive 6-week course where you attend classroom training sessions and obtain hands-on equipment training. Once the training is complete you return to work as a certified operator and repair technician. Although certified, there is still much on-the-job learning to obtain to become an expert. In this scenario, you begin the training process with a heavy load on the cognitive system as you attempt to construct 3D dynamic representations of the equipment from 2D static training manuals. With that information in hand you begin the intensive hands-on training that will facilitate behavioral skills learning. Although the practice is intense, it is impossible to obtain enough experience in a 6-week course to attain expertise.

The experiential and cognitive systems are engaged, and you are guided through the process in the most behaviorally efficient method possible
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Now suppose that you begin the training process by exploring the equipment in virtual reality. You can walk around and view the equipment while receiving verbal or written instructions about the specific operations of each part. If you have haptic hardware, you can touch the equipment and manipulate it, again being driven by verbal or written instructions. You might even have a virtual trainer in the same room with you pointing out specific features and answering questions.

Instead of flying elsewhere to a training facility, you might don your VR headset each day for virtual lessons, and your homework might involve troubleshooting an array of equipment malfunctions
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Instead of flying elsewhere to a training facility, you might don your VR headset each day for virtual lessons, and your homework might involve troubleshooting an array of equipment malfunctions. You might even be placed in a virtual emergency situation in which you receive real-time feedback or as part of a test. Once certified, you might continue with more advanced VR training on more complex and rare emergency situations, but ones that can have a major impact on the manufacturing process. In this case, you are receiving cognitive and behavioral training simultaneously with experiential learning. There is no need for physical travel, and the rare and expensive piece of equipment is available, at your fingertips, 24/7. You can train on rare and dangerous situations that would be difficult, if not impossible, to simulate during real-world training. Your confidence and level of expertise will be higher and you will achieve these more quickly.

As Einstein stated, experience is at the heart of all learning. It is also the key ingredient in xR training
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The augmented and virtual content must be optimized for human consumption
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Troubleshooting and Field Service: Suppose you are a consumer of a manufactured product (e.g., computer, appliance, DIY furniture, etc.), and you attempt to troubleshoot some problem either with online manual, YouTube videos, or on the phone with a technician. You find yourself trying to convert the abstract information into actionable behaviors to fix the problem. You are constantly switching your attention back and forth from the manual or video to your product, or trying to find the right words to explain the problem on the phone wishing that the technician could “see” what you see. This is frustrating and ineffective.

With these technologies one can quickly obtain subjective ratings of confidence, satisfaction and engagement, or develop objective tests to determine whether learning has actually occurred and to challenge the learner
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When multiple brain systems are active memory traces in each system are strong and interconnected
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Big Data: The Hidden Bonus of xR Training

The focus of this report has been on the psychological and brain-based advantages of xR in manufacturing, but there is another advantage of xR technologies that is equally important and that is the promise of actionable data. With these technologies one can quickly obtain subjective ratings of confidence, satisfaction and engagement, or develop objective tests to determine whether learning has actually occurred and to challenge the learner. These can be combined with eye gaze and heat map patterns that provide a direct window onto attentional processes and engagement, or haptic data to provide real-time behavioral feedback. These data can be used to speed iteration toward optimal solutions and to quantify the ROI associated with xR technologies.

You can train on rare and dangerous situations that would be difficult, if not impossible, to simulate during real-world training
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Quality Content and Optimized User Experiences

AR and VR technologies offer promise as effective tools for manufacturing by facilitating broad engagement of cognitive, behavioral and experiential systems in the brain that are critical in manufacturing. A note of caution though. Although these tools have great potential in manufacturing, the tool in and of itself will not meet this challenge. These tools provide augmented and virtual experiences and information to human users.

Data can be used to speed iteration toward optimal solutions and to quantify the ROI associated with xR technologies
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Thus, the augmented and virtual content and temporal presentation of the content must be optimized for human consumption. Augmented information can reduce the cognitive load, but can also overload the user. Virtual information must be realistic and lead to a veridical sense of “presence”. Optimization follows from good experimental testing and modification. Fortunately, the rich and broad set of real-time data that can be extracted from AR and VR technologies makes this a viable and realistic prospect.

Virtual information must be realistic and lead to a veridical sense of presence
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For companies looking to get into Immersive technologies our VR Consultancy service offers comprehensive support in strategic deployment of Virtual, Augmented and Mixed Reality

Todd Maddox is Science, Sports and Training Correspondent at Tech Trends, and the CEO of Cognitive Design and Statistical Consulting. Follow him on Twitter @wtoddmaddox

The post Report: How XR Works With Your Brain appeared first on Tech Trends.

Can immersive technologies help professionals in the healthcare sector build crucial expertise and save lives?

Merriam-Webster defines an expert as “one who displays special knowledge or skills representing mastery of a particular subject that derives from training or experience”.

Expertise is important in all settings, but is especially critical in high stakes, rapidly changing environments such as in healthcare settings where applying incorrect medical knowledge or performing some medical procedure poorly could lead to injury or the loss of life.

As Merriam-Webster suggests extensive training is critical to develop expertise. In this report, I examine the training requirements necessary to achieve expertise and ask whether virtual reality (VR), and other immersive technologies might offer powerful tools for quickly and effectively training expertise.

Expertise is important in all settings, but is especially critical in high stakes, rapidly changing environments such as healthcare
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The Learning Science of Expertise

Learning science—the marriage of psychology and brain science–makes clear that knowledge acquisition and skill acquisition are mediated by distinct learning systems in the brain that each have their own unique processing characteristics. Thus, developing knowledge-based expertise is distinct from developing skill-based expertise.

Gaining a solid knowledge base, such as knowing anatomy and physiology, what symptoms are associated with a specific disease, or the nature of specific drug interactions relies on the cognitive skills learning system in the brain, which has evolved to obtain knowledge and facts and to tie those to specific situations. I refer to this as the “what” system. Cognitive skill learning is mediated by the prefrontal cortex, hippocampus and associated medial temporal lobe structures in the brain and relies heavily on working memory and attention.

Developing knowledge-based expertise is distinct from developing skill-based expertise
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Obtaining a strong behavioral repertoire or skill set, such as knowing how to draw blood, maintain a central line, or conduct brain surgery relies on the behavioral skills learning system in the brain. It is one thing to know what to do, but it is completely different (and mediated by different brain systems) to know how to do it. I refer to this as the “how” system.

Behavioral skill learning is mediated by the basal ganglia and gradual, incremental dopamine-mediated changes in behavior. Interestingly, this system does not rely on working memory and attention. In fact, there is strong scientific evidence that “overthinking it” hinders behavioral skills learning. Processing in this system is optimized when behavior is interactive and is followed in real-time (literally within milliseconds) by corrective feedback. Behaviors that are rewarded will be more likely to occur in the future, and behaviors that are punished will be less likely to occur in the future.

Extensive training is critical to develop expertise
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One can have all of the facts and figures and a strong behavioral repertoire, but in the end one has to extract the information and engage the appropriate behavior in each distinct situation
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From a learning science perspective, at least two requirements must be met to achieve expertise. First, an expert can retrieve the knowledge or initiate the skill fast, accurately and automatically. This follows because the knowledge or skill is represented in the expert’s brain in a way that is qualitatively different from that in the novice’s brain. For example, a medical professional might have expert knowledge of the symptoms associated with some medical disorder or the side effects of particular drugs and can retrieve that information from long-term memory quickly, accurately and with minimal effort regardless of what other tasks they are performing. Similarly, a medical professional with surgical expertise performs the surgery with speed and precision, and is highly effective even when complications arise.

Second, an expert has situational awareness defined as a deep understanding of what information or skill to use when, an ability to “read” and “feel” the current situation, and an ability to “think on one’s feet” and adjust effortlessly to changing situations. Situational awareness develops through extensive cognitive or behavioral practice and by engaging the emotional learning system in the brain that has evolved to facilitate the development of empathy and understanding of our and others’ behaviors. Emotional learning is about nuance, but nuance that is critical to success.

Spaced mental repetition is the key to long-term memory storage
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Whereas one can have all of the facts and figures available, and can have a strong behavioral repertoire, in the end one has to extract the appropriate information and engage the appropriate behavior in each distinct situation. I refer to this as the “feel” system. The critical brain regions are the amygdala and other limbic structures. Emotional processing strongly affects both cognitive and behavioral skills learning. For example, a medical professional with situational awareness can anticipate a change in a patient’s current state and order the appropriate drug regimen, or successfully deliver a baby in the back of a cab with minimal surgical equipment available.

As outlined above, expertise follows from extensive training and experience that ultimately leads to knowledge-based (cognitive) or skill-based (behavioral) representations in the brain that are qualitatively different from those associated with learning.

Cognitive Skills Expertise

The ultimate goal of the cognitive skills learning system is to use working memory and attentional processes in the prefrontal cortex to build rich long-term memory representations in the hippocampus and medial temporal lobes. This system learns best when distraction is minimized, focus is enhanced, and through mental repetition.

For example, if you are learning anatomy and physiology you might steal away in a quiet place, focus on the text book with its written descriptions, schematics and pictures and you would use focused attention to study the material. You might set the textbook aside and test yourself by identifying relevant structures from memory. You might do this several days in a row for weeks until you have developed expertise.

Spaced mental repetition is the key to long-term memory storage in the hippocampus and medial temporal lobe structures. I refer to these procedures as those that “Train for Retention”. Once information is stored in long-term memory it is quickly, accurately, and effortlessly retrieved. This also frees up working memory and attention to focus on other cognitively demanding tasks.

Behavioral Skills Expertise

The ultimate goal of the behavioral skills learning system is to use incremental, dopamine-mediated learning in the basal ganglia (red arrows from sensory regions to the basal ganglia and then to motor regions) to train cortico-cortico connections (blue arrow directly from sensory to motor regions) to drive behavior.

Suppose you are a medical professional in training who needs to learn the proper way to hold and use a scalpel. The specific training scenario is represented in the brain as a collection of sensory inputs (e.g., visual, auditory, tactile; red arrow). Collections of neurons that represent the current situation are active and project down into the basal ganglia (in purple). There they connect with neurons that project from the basal ganglia to motor regions (red arrow) that initiate some behavior with the scalpel (e.g., cutting the skin).

If the behavior is successful, that behavior is rewarded. In this case, dopamine will be released into the basal ganglia, the neural connections that drove that behavior will be strengthened, and the likelihood that behavior will be elicited again under the same situation will increase. Suppose instead that the behavior was unsuccessful. In this case the behavior was punished, dopamine will not be released, the neural connections that drive that behavior will be weakened, and the likelihood that behavior will be elicited again under the same situation will decrease.

Physical repetitions train behavior and direct neural connections between sensory and motor regions in the brain
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Notice that this is a two-step process from sensory regions to the basal ganglia and then to the motor regions. Physical repetitions train behavior, but they also train direct neural connections between sensory regions in the brain and motor regions in the brain. These direct connections are represented by the blue arrow in the figure below. In other words, the two-step process from sensory to basal ganglia to motor regions trains direct connections from sensory to motor regions. Because this is one instead of two steps, this is a much faster process. Each repetition, and cycle through the two-stage learning process, strengthens the direct sensory-to-motor connections. With enough repetitions, the direct connections take over and expertise has been achieved.

VR for Knowledge-Based Expertise Training

Knowledge-based expertise is driven by mental repetition. Mental repetition speeds the transfer of knowledge from short-term memory in the prefrontal cortex to long-term memory in the hippocampus and medial temporal lobes. Ideally these mental repetitions develop from slightly different context and scenarios so that situational awareness can develop simultaneously.

Mental repetition speeds the transfer of knowledge from short-term memory in the prefrontal cortex to long-term memory in the hippocampus
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Textbooks, lectures and Powerpoint slides are ineffective at achieving these goals. Now imagine a VR experience as a way to engage both the cognitive skills and emotional learning systems. For example, suppose you are learning anatomy and physiology, but instead of a textbook and schematics, you see the human form in front of you. Using your hand controls, you are able to manipulate the body zooming in and out, touching body parts and receiving extensive information about the workings of each. Imagine stepping into the body and focusing on the heart that is beating and selecting a normal or abnormal heartbeat to view and listen to. Imagine revisiting this VR experience at your convenience across days and months.

A VR experience like this is immersive and engaging. It combines a rich set of contextual cues that draws the learner in. It offers a broad-range of routine and non-routine situations to experience to develop situational awareness. Because the learner is “in” the situation, there is no need to use imagery to translate a situation described in text into a realistic 3D representation.

This significantly reduces the working memory and attention load on the learner and engages an array of visual and auditory representation areas that are not engaged with traditional training techniques. This tool can be used over and over again to speed the development of rich and highly contextualized long-term memory representations. The result is a strong long-term knowledge representation that can be retrieved quickly, accurately, with little mental effort and offers broad-based situational awareness.

imagine a VR experience as a way to engage both the cognitive skills and emotional learning systems
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VR for Skill-Based Expertise Training

Skill-based expertise is driven by physical repetition. Physical repetition speeds the development of cortico-cortico connections from sensory regions to motor regions that drive behavior. Ideally these physical repetitions occur under slightly different conditions so that situational awareness can develop simultaneously.

Simulation and real world (e.g., cadaver lab) practice are effective tools for skill learning, but the number of repetitions needed to develop expertise is simply too large to be achieved by these methods, and it is much more difficult to simulate non-routine, often dangerous situations. Now imagine an interactive VR solutions that engage behavioral skills learning and emotional centers in the brain. For example, imagine practice using a scalpel on skin versus underlying tissue and on different parts of the body in VR with haptic feedback that is immediate and signals when the skill is being performed correctly or incorrectly.

A VR experience is immersive and engaging. It combines a rich set of contextual cues that draws the learner in. It offers a broad-range of routine and non-routine situations to experience to develop situational awareness
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Imagine putting the learner under speed stress at the same time, revisiting this experience over and over again until the behavior is mastered. As with knowledge-based VR experiences, a broad-range of routine and non-routine situations can be experienced and repeated. The idea is to challenge the medical professional in VR so that they are prepared for anything in the real world where it counts.

VR and other immersive tools such as augmented and mixed reality hold the promise to speed the development of expertise before the medical professional enters the healthcare arena
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VR is ripe for application in the healthcare sector and for speeding the transition from novice to expert. Although medical professionals may enter the healthcare arena with proficiency in their knowledge and skills, all too often training is ongoing and on-the-job as they work toward mastery, expertise, and broad-based situational awareness.

VR and other immersive tools such as augmented and mixed reality hold the promise to speed the development of expertise before the medical professional enters the healthcare arena. These technologies can also be of significant value for patients to facilitate their understanding of specific medical conditions and to facilitate patient training for at-home medical procedures. A deeper understanding through experience will reduce stress for patients and providers and enhance satisfaction for both.

The advantages of immersive technologies for developing expertise is not restricted to healthcare
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Of course, the advantages of immersive technologies for developing expertise is not restricted to healthcare. Expertise in corporate boardrooms, law enforcement, manufacturing and technical skills can all be facilitated with immersive technologies. VR offers an excellent tool for developing expertise and should be leveraged broadly in healthcare and other sectors.

For companies looking to get into Immersive technologies such as VR/AR/MR/XR our Virtual Reality Consultancy services offer guidance and support on how best to incorporate these into your brand strategy.

Todd Maddox is Science, Sports and Training Correspondent at Tech Trends, and the CEO of Cognitive Design and Statistical Consulting. Follow him on Twitter @wtoddmaddox

The post Report: Building Healthcare Expertise With VR appeared first on Tech Trends.