# Immersive Virtual-Reality System for Aircraft Maintenance Education: A Case Study
## 1 Introduction  
Aircraft maintenance is an essential procedure to preserve the reliability and performance of the aircraft. Despite the fact that this maintenance represents approximately 9-15% of airlines' operating costs [1; 2], the entire aviation industry is still facing a shortage of specialized personnel who can perform mechanical tasks, as noted by Flying magazine [3]. Carrying out this training requires access to costly equipment, as well as the airport of an experimental trainer, which may not be affordable for all training centers, so learning-by-doing methodology plays a vital role in this field. Currently, the training procedure is conducted within the confines of the hangar whenever an operational aircraft requires maintenance. The traditional approach involves combining theoretical classes using dossiers with practical exercises where students can apply what they have learned in a real-world setting. However, the practical exercises are subject to very restrictive and limited conditions, making the learning process both arduous and expensive. Virtual reality (VR) allows for experiencing close-to-reality situations in safe and immersive 3D environments. VR has been shown to be an effective tool for enhancing technical skills and practical learning [4; 5; 6; 7]. Due to its inherent characteristics, this technology is well-suited to support a wide range of learning methodologies, including experiential learning. Moreover, VR can enhance student engagement and motivation, offer personalized learning experiences, and facilitate collaborative learning through its capability for simultaneous access. In comparison to traditional methods, the use of VR technology for training presents both advantages and disadvantages. To utilize VR technology effectively, one must first model the environment, tools, and components required for practice, as well as programming specific tasks. This modeling is dependent on the particular aircraft model and location, which may present challenges with scalability and generalization of practices. In addition, specialized hardware and knowledge of the technology are necessary. Moreover, prolonged use of VR simulation may cause adverse side effects, making long-lastingpractices inadvisable. However, there are several noteworthy advantages to using VR for training. Firstly, students are no longer limited by time or location as VR enables them to practice in a simulated environment that mimics real-world conditions. Secondly, VR technology provides safe and personalized training tailored to each student's individual requirements, allowing for endless repetition of exercises without negative consequences. Thus, the benefits of regular practice are preserved while providing an improved learning experience. Introducing gamification in VR experiences can enhance the effectiveness of learning by creating engaging environments that motivate students, foster collaboration, and provide immediate feedback. Gamification involves taking the enjoyable and engaging aspects that make games fun and applying them to non-game contexts [8]. One of the common mistakes when gamifying a system is to focus it on the pondification strategy due to the misconception that it is solely linked to the use of points-badges-leaderboards (PBL) [9]. However, gamification is a design methodology focused on the users, their motivations, and their behavior. Octalysis [10] is a gamification framework based on the drives of the user's motivation. It uses an octagon shape to propose an analytical framework that associates each of its sides with a Core Drive, such as Epic Meaning, Accomplishment, Empowerment, Ownership, Social Influence, Scarcity, Unpredictability, and Avoidance. This framework also distinguishes between Core Drives that are considered extrinsic or intrinsic motivators, as well as positive or negative motivators, through their positioning in the octagon shape.