# A Study on the Analysis of the Effects of Passenger Ship Abandonment Training Using VR
## 2 Literature Review  
Research on the effects of training using VR was conducted in the field of medicine prior to any research in the maritime industry; that is, a training system using VR and a video trainer (VT) for surgery skills training was studied, the results of which showed VR-based training to be more effective [15]. It has also been reported that immersive VR through cognitive training is effective for children and adolescents with attention deficit problems [16]. VR training for acquiring surgical skills has been shown to be effective in reducing the training time required for learners [17]. Another prior study confirmed that VR-based education and training can be applied in different areas for various purposes, including education, military, sport, and medical training [18]. VR-based education and training has a wide range of applications in the field of MET [19]. As a representative example, a previous study confirmed VR-based training to be effective in enhancing the effects of education and delivering expert knowledge in the maritime sector [20]. In particular, studies on the advantages and disadvantages of providing education on the various control systems of a ship showed that VR-based training could be used to recognize the behavioral characteristics of seafarers [21], with the educational impact having been confirmed to some extent [22]. Another prior study showed virtual command bridge training to be cost-effective, with demonstrable educational impact when compared to the currently used simulation system [23]. Furthermore, since VR affords easy and convenient provision of various training programs--for example, in relation to bridge command, engine rooms, cranes, and fire safety--studies have suggested that education and training methods using this type of approach will play a key role in the future [24]. To enhance the effectiveness of education in MET, a study was conducted which proposed the use of a combination of VR and operator training simulators (VR-OTS) rather than VR-based training alone [25]. The educational impact of VR-based MET has been clearly demonstrated in the area of safety training. One of the most basic programs required for seafarers is familiarization training of a ship's structure. To provide such training in practice, problems such as cost, the difficulty of establishing an optimized plan, and the experience of the training facilitator are common; VR, however, can be effectively adopted in this type of familiarization training [26]. Moreover, advanced VR-based safety training in the offshore and maritime industries enhances the safety of workers in emergency situations [27]. In addition, VR can be used in search and rescue (SAR) training to support responses and decision making for SAR operators [28; 29]. Another prior study showed that the use of multiple VR devices for firefighting training--a type of training most frequently performed on ships--allowed the participation of many people simultaneously, with effective educational outcomes through strong interactions and cost reduction [30]. VR-based training is also effective in the use of ship life-saving appliances--in particular, it is expected to be effectively used in training for free-fall lifeboats--where real-life training can be dangerous [31]. Another study confirmed that the use of VR in enclosed space entry training--the primary cause of casualties on ships--could ensure the safety and improve the performance of the training participants [32]. In addition to VR's application in safety training, a study was conducted showing that VR could be used to create a marine engineering English teaching and learning environment to enhance learners' levels of concentration and reduce the burden of English learning [33]. As can be seen from these previous studies, to apply VR, augmented reality (AR), and mixed reality (MR) to MET, evidence-based research is needed to identify the merits, drawbacks, and limitations of these technologies [34].