Hyperscanning Analysis in VR Train Simulator: Exploring Neural Connectivity and Learning Outcomes in Railway Training
Hyperscanning Analysis in VR Train Simulator by Doyo Choi(Ph.D Candidate), Ye Won Kim(MS Student), Youngjun Choi (Ph.D Candidate), Sungbaek Kim(Ph.D Candidate), Hangyeol Kang(MS Student) and professor Jinjoon Lee was accepted at Proceedings of the HCI Korea 2025.
[Abstract]
Virtual reality simulators have emerged as critical tools in professional training; however, research on effective instructor-trainee interaction within such environments remains limited. This study investigates the relationship between brain-to-brain synchrony and learning outcomes in VR simulators for railway operators. Participants engaged in an experiment under two conditions: one where the instructor was said to share the same VR environment as the participant and the other where the instructor was said to observe via a monitor.
Results revealed high learning outcomes in both conditions, with survey and interview responses highlighting the positive impact of immediate feedback and interaction provided by instructors.
Our hyperscanning analyses yielded results varying by analytical method and parameters, likely influenced by task complexity and sample size limitations. Nevertheless, considering the difference between education and training, this study enables us to explore the feasibility of hyperscanning in VR-based training and propose viable approaches to designing effective training environments.
[Abstract]
Virtual reality simulators have emerged as critical tools in professional training; however, research on effective instructor-trainee interaction within such environments remains limited. This study investigates the relationship between brain-to-brain synchrony and learning outcomes in VR simulators for railway operators. Participants engaged in an experiment under two conditions: one where the instructor was said to share the same VR environment as the participant and the other where the instructor was said to observe via a monitor.
Results revealed high learning outcomes in both conditions, with survey and interview responses highlighting the positive impact of immediate feedback and interaction provided by instructors.
Our hyperscanning analyses yielded results varying by analytical method and parameters, likely influenced by task complexity and sample size limitations. Nevertheless, considering the difference between education and training, this study enables us to explore the feasibility of hyperscanning in VR-based training and propose viable approaches to designing effective training environments.