# A Study on the Analysis of the Effects of Passenger Ship Abandonment Training Using VR
## 4 Results of Video and VR Passenger Ship Abandonment Training
### Borich Needs Assessment and Locus for Focus Model  
To check the statical significance of the importance and performance, a paired sample \(t\)-test was performed. If the \(p\)-value < 0.05 was satisfied, the alternative hypothesis could be adopted and applied to the [PERSON]'s needs assessment and locus for focus model. Table 3 shows the \(t\)-test results. It is confirmed that [PERSON]'s needs assessment and locus for focus model can be applied based on the results in Table 3. \begin{table}
\begin{tabular}{c c c c} \hline \hline  & \multicolumn{2}{c}{**Paired \(t\)-Test (Significance Level 95\%)**} \\ \hline  & \(t\) & **Degrees of Freedom** & \(p\)**-Value** \\ \hline VR trainees’ & & & \\ importance– & 5.472 & 29 & 0.000 \\ performance & & & \\ Video trainees’ & & & \\ importance– & 6.473 & 29 & 0.000 \\ performance & & & \\ - Null hypothesis (H\({}_{0}\)): The mean of importance and performance is “0” (there is no difference). & - Alternative hypothesis (H\({}_{1}\)): The mean of importance and performance is not “0” (there is a difference). & \\ \hline \hline \end{tabular}
\end{table} 
Table 3: Result of \(t\)-test. The results presented used the locus for focus model after [PERSON]'s needs assessment was conducted to assess the differences in importance and performance. Equation (1) shows the formula for [PERSON]'s coefficient [12]:  
\[\textit{Borich}^{\prime}\textit{s needs coefficient}=\frac{\sum(\textit{RCL}- \textit{PCL})\times\overline{\textit{RCL}}}{N} \tag{1}\]  
_N:_ Denotes total number of cases;  
_RCL:_ Denotes required competence level (importance level);  
_PCL:_ Denotes present competence level (performance level);  
\(\overline{\textit{RCL}}\): Denotes average of RCL (importance level). By increasing the RCL value and decreasing the PCL value, the [PERSON]'s needs coefficient increased based on Equation (1). The calculated [PERSON]'s needs coefficient provides a basis for judging priorities using relative values instead of absolute values. [PERSON]'s locus for focus model divides priority areas into quadrants based on the mean value of the importance level (horizontal axis) and discrepancy (vertical axis) based on the current level of importance and performance [41]. Accordingly, it should be emphasized that items with  
Figure 5: Education satisfaction comparison between video clip and VR training (top to bottom and left to right): (**1**) Difficulty in use, (**2**) understanding of contents, (**3**) understanding of procedures, (**4**) understanding of roles, (**5**) realism, (**6**) efficiency of training, (**7**) effectiveness of training, (**8**) positive response for use of VR system for training, (**9**) opinion on extending VR training courses in the maritime industry. a higher priority have a high [PERSON]'s needs coefficient, which should be corrected, if possible. Figure 6 shows a schematic representation of [PERSON]'s locus for focus model [12]. This study focused on the first quadrant (HH), which represents a high discrepancy between importance and performance, respectively. Table 4 outlines [PERSON]'s needs values for 20 questions on video-based and VR-based training, respectively. Of the 20 items on the passenger ship abandonment training list, those that exhibited high importance but low performance from the results obtained from the seafarers participating in Group 1 (video), as well as [PERSON]'s needs values used for analysis with the locus for focus model, were Q1, Q2, Q3, Q5, Q11, Q13, and Q20. These seven items were identified as being of high importance and low performance in Figure 7 (up).