# Immersive Virtual-Reality System for Aircraft Maintenance Education: A Case Study
## 1 Introduction
Specifically, Core Drives located on the left of the octagon are classified as extrinsic motivators due to their relation with logic, calculations, and ownership, while those on the right are considered intrinsic motivators for being associated with creativity, self-expression, and social aspects. Additionally, Core Drives at the top of the octagon are viewed as positive motivators, while those at the bottom are seen as negative motivators [10]. This article presents the design process and evaluation of a playful learning experience designed to perform aircraft maintenance training that has been gamified using the Octalysis framework. The experience was designed to take into account the needs and opinions of the actors involved in this learning process. The assessment serves as an initial gauge of the feasibility of the user experience and acceptance, predicated on the perceived gamefulness, ease of system use, and absence of negative health outcomes. This gameful learning experience offers an immersive and realistic 3D environment in which students can acquire specific aircraft maintenance knowledge through a close reality practice in a safe mode. The objective of this application is to take advantage of the benefits of VR to offer a cost-effective and successful way for aircraft maintenance training. There are currently commercial solutions in the field of aircraft maintenance that use VR and augmented reality (AR) technology. Boeing has developed an AR app that is used with smart glasses to facilitate complex maintenance procedures for electrical technicians. By overlaying digital instructions and illustrations onto the technician's field of view, the app facilitates the identification and repair of components. Another solution is Airbus HoloLens App, which provides maintenance operators and cabin crews with access to information and instructions while they are on the job. While these solutions facilitate maintenance tasks, the first one is not designed for training purposes. Additionally, since they are AR applications, they can only be used in the real context, which limits their use. Lufthansa has also implemented VR training, which replicates a real-flight environment and trains flight attendants. Finally, Honeywell has developed VR simulations aimed at optimizing the training of plant operators and field technicians. These simulations include a digital replica of the physical plant, enabling workers to receive skill-based training. The personalized virtual environment allows workers to familiarize themselves with the plant and its operations. While the latter two solutions are similar to the approach presented in this article in that they utilize a digital replica of a realistic training environment, the first solution is specifically focused on cabin crew training. However, none of them provided specific indications on maintenance tasks or solutions to encourage the autonomous utilization of the platform. The rest of the work is organized as follows: Section 2 briefly reviews important VR applications on aircraft maintenance and education. Section 3 describes the methodology followed, including the design process, implementation, and design of the study. Section 4 exposes the hypotheses set out in relation to the experience created and the tests that were carried out. Next, the obtained results are analyzed and discussed in Section 5, and finally, the conclusions and future work are presented in Section 6.