{"id":18698,"date":"2021-01-17T10:31:07","date_gmt":"2021-01-17T10:31:07","guid":{"rendered":"https:\/\/vr-room.ch\/?p=18698"},"modified":"2021-01-10T18:45:14","modified_gmt":"2021-01-10T18:45:14","slug":"virtual-reality-in-der-berufsbildung","status":"publish","type":"post","link":"https:\/\/vr-room.ch\/fr\/2021\/01\/17\/virtual-reality-in-der-berufsbildung\/","title":{"rendered":"R\u00e9alit\u00e9 virtuelle dans la formation professionnelle"},"content":{"rendered":"

Les simulations virtuelles sont encore rarement utilis\u00e9es dans la formation professionnelle. La question se pose d'une part de savoir quelle est la valeur ajout\u00e9e didactique par rapport aux formes d'apprentissage conventionnelles. Et d'autre part, quels sont les effets du transfert de certains paradigmes d'apprentissage dans l'espace virtuel sur l'attitude, la motivation et la performance des apprentis. Cette question a \u00e9t\u00e9 \u00e9tudi\u00e9e par login Formation professionnelle SA en collaboration avec la Haute \u00e9cole de psychologie appliqu\u00e9e de la FHNW. <\/h3>\n
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L'utilisation de la r\u00e9alit\u00e9 virtuelle (RV) prend une place de plus en plus importante dans la production industrielle et influence la conception des postes de travail, des produits et des syst\u00e8mes de formation. A l'avenir, on devrait \u00e9galement trouver de plus en plus d'\u00e9l\u00e9ments virtuels dans la formation professionnelle.<\/p>\n

Cependant, la sensibilit\u00e9 motrice et sensorielle de l'artisanat ne peut pas encore \u00eatre entra\u00een\u00e9e dans l'espace virtuel. De m\u00eame, l'utilisation de t\u00e2ches issues du monde de l'apprentissage analogique dans l'espace virtuel pose encore des questions. La RV ne doit pas \u00eatre utilis\u00e9e uniquement pour la technique, mais aussi pour sa valeur ajout\u00e9e en termes d'apprentissage.<\/p>\n

Mais en r\u00e9alit\u00e9, des \u00e9tudes montrent que toutes les virtualisations ne permettent pas d'am\u00e9liorer les performances d'apprentissage. Pour pallier le manque d'informations didactiques sur la conception d'espaces virtuels dans la formation professionnelle, login SA a men\u00e9 une \u00e9tude pilote avec la Haute \u00e9cole de psychologie appliqu\u00e9e de la FHNW. Il s'agissait d'\u00e9tudier l'impact de la transposition d'un paradigme d'apprentissage \u00e9tabli dans l'espace virtuel sur l'attitude, la motivation et la performance des apprentis.<\/p>\n<\/div>\n<\/div>\n

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Entretien des machines et t\u00e2ches de formation<\/h3>\n<\/div>\n<\/div>\n
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L'\u00e9tude a commenc\u00e9 par des entretiens avec des formateurs des CFF et de l'atelier d'apprentissage login de Trimbach. Les difficult\u00e9s, les n\u00e9cessit\u00e9s et les besoins rencontr\u00e9s dans les activit\u00e9s quotidiennes ont \u00e9t\u00e9 discut\u00e9s. Ensuite, plusieurs ateliers ont permis d'\u00e9laborer un processus de maintenance \u00e0 entra\u00eener (changement du compresseur de l'installation de climatisation du train) en tenant compte des conditions de travail psychologiques, techniques et temporelles. Pour ce faire, l'op\u00e9ration (qui peut durer une journ\u00e9e enti\u00e8re dans le monde r\u00e9el) a d\u00fb \u00eatre consid\u00e9rablement simplifi\u00e9e et divis\u00e9e en sept sous-t\u00e2ches. Des parties de la machine r\u00e9elle ont \u00e9t\u00e9 mod\u00e9lis\u00e9es et l'entra\u00eenement (CIE et Blocked) programm\u00e9.<\/p>\n<\/div>\n<\/div>\n

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R\u00e9sultats<\/h3>\n<\/div>\n<\/div>\n
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Dans l'ensemble, la formation en RV a r\u00e9pondu aux attentes des apprenants. Ils ont \u00e9t\u00e9 en partie surpris par la qualit\u00e9 de la repr\u00e9sentation de la formation dans la RV. Certains auraient toutefois souhait\u00e9 une r\u00e9alisation graphique plus ambitieuse. Ils ont \u00e9galement indiqu\u00e9 que les nombreuses r\u00e9p\u00e9titions des m\u00eames t\u00e2ches finissaient par les agacer. Certains ont demand\u00e9 plus de vari\u00e9t\u00e9 dans la formation elle-m\u00eame (par exemple par des concours). Les apprentis ont soulign\u00e9 de mani\u00e8re positive que l'orientation dans la formation \u00e9tait tr\u00e8s bonne. Les instructions et les t\u00e2ches \u00e9taient formul\u00e9es de mani\u00e8re claire et compr\u00e9hensible. Les apprentis ont \u00e9galement trouv\u00e9 le soutien (par des objets directeurs et des tableaux) utile.<\/p>\n

Dans l'ensemble, la formation VR a inspir\u00e9 les apprentis pour d'autres possibilit\u00e9s d'utilisation. Des id\u00e9es ont notamment \u00e9t\u00e9 \u00e9mises pour les th\u00e8mes suivants : pneumatique, mesure et contr\u00f4le de composants \u00e9lectroniques, une salle VR multi-joueurs pour les apprentis de diff\u00e9rentes mati\u00e8res comme exercice pour les Swiss-Skills, tour et m\u00e9canique & technique de commande.<\/p>\n<\/div>\n<\/div>\n

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L'organisation de la formation est importante<\/h3>\n<\/div>\n<\/div>\n

L'\u00e9tude conclut que lors de l'apprentissage d'un processus de travail, un nombre fixe de r\u00e9p\u00e9titions d'une t\u00e2che partielle dans le monde virtuel offre un avantage d'apprentissage. D'un autre c\u00f4t\u00e9, la r\u00e9p\u00e9tition al\u00e9atoire de diff\u00e9rentes t\u00e2ches partielles montre moins de succ\u00e8s d'apprentissage dans l'acquisition de connaissances sur les processus. Alors que les apprentis per\u00e7oivent la r\u00e9alit\u00e9 virtuelle comme une \"vue virtuelle\" de leur avenir professionnel comme une valeur ajout\u00e9e suppl\u00e9mentaire, le type de conception de la formation en RV a une influence d\u00e9terminante sur la motivation.<\/p>\n<\/div>\n

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Source : sgab-srfp<\/div>","protected":false},"excerpt":{"rendered":"Les simulations virtuelles sont encore rarement utilis\u00e9es dans la formation professionnelle. 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