# A Study on the Analysis of the Effects of Passenger Ship Abandonment Training Using VR
## 5 Discussion  
In this study, experiments were conducted to investigate the education satisfaction of VR-based training, identify the items that need to be emphasized in the training, and confirm the impact of VR-based training. To this end, the participants were divided into Group 1 (video) and Group 2 (VR), with the same training content being provided in a different method. The resulting impact was comparatively analyzed. In the case of education satisfaction, the results confirmed that education satisfaction using VR was considerably higher in all areas, except for \"difficulty in use\". However, it needs to be considered that most of the participants in this experiment belonged to a relatively young age demographic, and they exhibited no particular reluctance to use VR. Consequently, if the method were to be applied to seaferers in a relatively higher age group (50 or older), different results could be obtained in terms of education satisfaction [45; 46]. Therefore, the higher score of education satisfaction in this study has a limitation in that this is a result of applying VR to seaferers in a relatively young age group. Moreover, from the nine questions on education satisfaction, participants were of the opinion that training using video was more satisfactory in terms of understanding the passenger ship abandonment procedure. This can be understood to be a result of people familiar with conventional training methods showing their preference for more familiar training methods. In addition, with regard to the advantages of training using VR, the participants mentioned that VR with passengers was possible, the virtual space was similar to a real ship (which was effective in the training), accurate understanding of the procedure was possible, and there would be no injuries during training. Conversely, drawbacks that participants pointed out were the difficulty of using VR in the case of poor eyesight or unfamiliarity with the technology in the case of older participants [45; 46]. In other previous studies, there have been cases where a learner felt dizzy when using VR for a long period of time [34] but, in this experiment, both Group 1 and Group 2 participated in the training for approximately 10 min, so this problem did not occur. Through [PERSON]'s needs assessment and locus for focus model, it was possible to identify which parts of the training needed to be emphasized more. In this way--by means of ship accident analysis--the requirements for the implementation of training that reinforced the parts that were identified to be weak content areas in seafarer training could be met, instead of having to provide one-off seafarer training based on the requirements of the STCW 1978 convention [12]. In both video-based and VR-based training, understanding  
Figure 8: 1 st and 2 nd results of examinations for Group 1 and Group 2.  
and practice of the highest priority actions of a duty officer on the bridge in the event of an emergency on a passenger ship, understanding and practice of the crew's instructions while guiding passengers to a safe place, clear understanding and practice of the abandon-ship preparation procedures on passenger ships equipped with life-rafts and MES, and a clear understanding and practice of life-raft dropping and preparation procedures on passenger ships were confirmed to be the areas that needed to be emphasized in passenger ship abandonment training. This indicates that, in an actual passenger ship abandonment process, knowledge of the use of abandon-ship procedures and equipment is thought to be most important; however, the participants did not believe that they had appropriate levels of competence in these areas. This finding could be considered to be a point that should be reflected by actual seafarer training institutions and ships.