# A Study on the Analysis of the Effects of Passenger Ship Abandonment Training Using VR
## 5 Discussion
Moreover, in the video-based training, reinforced training was required for Q2 (understanding and implementation of how to notify passengers of the occurrence of an emergency for the first time and what should be informed), Q3 (understanding and implementation about the external agency that should be reported first in the event of an emergency on a passenger ship), and Q11 (understanding and implementation of what the crew must check before boarding the MES). In the VR-based training, Q15 (understanding and implementing the most correct action when there is a missing person while identifying the number of people before abandoning the ship), Q16 (understanding and implementation of the role of the crew in the muster station), and Q19 (understanding and implementation of drop methods of a life-raft) need to be enhanced. In the video-based training, the importance of accurately explaining the necessary procedure to passengers in the event of an emergency requiring abandonment was emphasized while, in the VR-based training, the importance of the role of the crew in the emergency muster station and life-raft use procedure was emphasized. It is thought that this result was obtained in relation to video-based training, and that this training's purpose was to guide passengers to abandon ship in the event of an emergency; this has been emphasized in the theory. However, in the case of VR-based training, the role of the muster station was not accurately implemented in the VR content that was developed for use in the experiment. Therefore, the associated items Q15, Q16, and Q19 were emphasized. There is thus a limitation, in that the scenario developed for this experiment could not be considered to include all procedures implemented on a real ship. This is because the production of the video and VR content for this study was meant for research rather than for practical application in the industry. Consequently, it is necessary to expand this study and verify the impact of education by implementing education and training with VR on various types of ship. In terms of the applicability of VR system for MASS operation, remote operators will have access to traditional navigation systems enhanced with VR and augmented reality (AR) content [10]. When such information is displayed on a screen of in VR, there are several benefits compared to traditional tools [8]. Therefore, the results identified through this study will be helpful in applying VR to MASS operations. Notably, the inconvenience of using a VR device and the fact that it is helpful for long-term memory can be referred to. The results of comparison between the examination results of Group 1 and Group 2 confirmed that VR-based training was effective in terms of long-term memory and recollection of related procedures and knowledge [32; 47]. Consequently, the passenger ship abandonment VR-based training was confirmed to be more effective than that using video. Since predictions of the time and place of ship emergencies is not possible, long-term recollection of the contents of training may be helpful in taking action in the event of an actual emergency. However, these results may differ depending on the experience on board ships and the types of ships themselves. Moreover, the results of this study have limitations, in that they depend on the experiences and knowledge of the participants in this experiment. Similarly, the experiment was not performed with seafarers older than 50 years of age, and there may be limitations in the application of training using VR for seafarers in this age group due to problems related to using the equipment [45; 46].