# Development of a Virtual Reality Tool for Train Crew Training
## 4 Results
### Analysis of the Processing Times of Training Activities
\begin{table}
\begin{tabular}{c c c c c} \hline \hline
**Symbol** & **Activity** & **Average (min)** & **St. Dev. (min)** & **Variation Coef. (-)** \\ \hline \multirow{3}{*}{A4} & Unfolding the platform and wings of the & & & \\  & elevator and securing the carriage from & 03:22 & 03:56 & 1.17 \\  & rolling away from the side of the carriage & & & \\  & Closing the elevator and exiting the train & 03:35 & 03:25 & 0.95 \\  & Lowering the elevator hydraulically using & 02:16 & 01:50 & 0.81 \\  & two valves & & & \\  & Opening aray and retrieving the & 01:47 & 01:23 & 0.77 \\  & square key & 01:47 & 01:23 & 0.77 \\  & Lowering the elevator to the station & & & \\  & platform level using the remote control & 01:19 & 01:00 & 0.76 \\  & Opening the lid and lever, storing the key & & & \\  & in the tray, and opening the entire elevator & & & \\  & Raising the elevator by remote control & 01:14 & 00:54 & 0.73 \\  & Elevator raising with manual lever & 02:24 & 01:29 & 0.62 \\  & Taking a board with the description of the & & & \\  & procedure and carrying it under the train & 00:33 & 00:13 & 0.41 \\ \hline \hline \end{tabular}
\end{table} 
Table 2: Operations performed within a training iteration. \begin{table}
\begin{tabular}{c c c c} \hline \hline \multirow{2}{*}{**Comparing**} & \multicolumn{3}{c}{**Statistics of VR Tool Use**} \\ \cline{2-4}  & **Average (min)** & **St. Dev. (min)** & **Variation Coef. (-)** \\ \hline VR and gaming experience & 11:42 & 02:11 & 0.19 \\ VR but no gaming experience & 11:46 & 04:58 & 0.42 \\ No VR but gaming experience & 17:11 & 07:03 & 0.41 \\ No VR and no gaming & & & \\  & experience & 18:47 & 05:38 & 0.30 \\ \hline \hline \end{tabular}
\end{table} 
Table 3: Comparison of times for completing a full training iteration by people with different experiences using computer games and VR tools. * Unfolding the platform and elevator wings;
* Closing the elevator and exiting the train;
* Lowering the elevator hydraulically using two valves;
* Opening the lid and lever, stowing the key in the tray, and opening the entire elevator. Two research methods were used for the qualitative analysis: (1) accompanying observation and (2) unstructured face-to-face interviews with training participants. Based on the collected results from both research paths, inferences were prepared regarding the possibilities for improving the developed training tool. Noteworthy among them are the following recommendations:  
1. Introducing a uniform way of locating the square-type key for closed/open positions: e.g., a key in the vertical position means that the lock in question is open, and the horizontal position means it is closed;
2. Verifying the correct direction of turning the square-type key to open/close locks;
3. Entering and exiting the carriage smoothly and not jumping with the entry button;
4. Opening/closing of doors should be implemented, considering the operation of buttons;
5. The functionality of the door locking lock should be reproduced;
6. The elevator's location and immediate surroundings should correspond to the location of the actual vehicle;
7. The buttons for opening/closing the doors and the handle for opening the elevator underneath them should be placed a little higher;
8. The visible edge of the elevator cover should be added so that the edge hints at where to grab it;
9. On the front of the elevator platform, there is a safety device that automatically lowers upon contact with the platform; its functionality should be recreated;
10. The step under the door should extend and retract, adhering to reality;
11. The ergonomics of unscrewing the valves for manually lowering the elevator needs improvement. Points (1), (2), (6), and (11) are seemingly minor recommendations. However, observations made during training and an exam on a real device indicated that their current representation in virtual reality could perpetuate behaviors that hinder work on a real object. An example is recommendations (1) and (2), which refer to the habit of turning the key.