ABSTRACT
Chapters 2 and 3 introduced a conceptual framework and building blocks for the development of multimodal virtual reality (VR) training environments. To recapitulate, a clear distinction was made between the existing calls and research efforts in development of virtual worlds to those associated with VR training environments. The success and validity of contemporary efforts to develop virtual worlds are most commonly expressed and examined by measures of the experience of presence and performer’s immersion in the virtual world (Sanchez-Vives and Slater, 2005). In contrast, the guiding constructs for the development of skill training platforms are relevance, facilitation, and transferability. Relevance refers to the ability of the VR platform to provide relevant experience for the development of competency and skill for the performance of a targeted task. Facilitation is manifested in the introduction of facilitation and guidance to assist and accelerate the acquisition of the designated skill. Transferability emphasizes the transfer of knowledge, competencies, and skill levels from VR training to the performance of the actual task in the real world.
