# Immersive Virtual-Reality System for Aircraft Maintenance Education: A Case Study
## 5 Results and Discussion
### Perceived Gamefulness  
The first hypothesis of the study states that the gamification of the environment motivated its use in training practices related to aircraft maintenance. To evaluate this information, the Gamefulness Questionnaire was used. Figure 11 shows the results obtained after the evaluation, including the mean and the standard deviation of the data.  
Analyzing the obtained results, the questions related to **accomplishment** are those with the highest score, reaching almost 6 (5.93). Fifty-seven percent of the participants have indicated that they strongly agree with \"Makes me feel that I need to complete things\", while forty-seven percent stated that they were clear about the objectives of the environment.  
The environment was not excessively **challenging** for users, with an average score of 4.5. Only 24% agreed that the system pushed their limits; however, 53% strongly agreed or agreed that the system allowed them to work at a level close to what they were capable of. Similar to the challenge, the **competition** is one of the sections with a low score, a 3.9. Thirty-eight percent strongly disagreed that the system makes them feel like they are in a race. Moreover, 33% stated that they disagree or completely disagree that they want to be first. Users indicated that they feel **guided** using the system, with an average score of 5.59. Specifically, 86% of them agreed or completely agreed with the phrase \"Makes me feel guided\", and 62% agreed that the system gives them the feeling of having an instructor. **Immersion** is another aspect where the value is above 5 (5.21); 86% agreed or completely agreed that the system captured all their attention, and 67% indicated that they agreed or completely agreed that the system makes them lose themselves in what they are performing.  
Figure 11: Gamefulness questionnaire results.  
In aspects related to **playfulness**, the average score was up to 5.54. Ninety percent indicated that they agree or completely agree that the system makes them curious, while seventy-six percent agreed or completely agreed that the overall feeling is fun. Fourteen percent indicated that the system does not allow them to be creative, that they do not have a sense of mystery, and that it does not encourage their imagination.  
**Social** aspects were under four points (3.83), which is the least value. Forty-eight percent indicated that they completely disagreed or disagreed with the sentence \"Makes me feel like I am socially involved\", and thirty-three percent disagreed with the sentence \"Gives me the feeling that I'm not on my own\".  
The results were adjusted to the type of experiment carried out. The environment has generated positive sensations in the fulfillment of the tasks, the moderate challenge, the feeling of having a teacher, immersion, and fun. However, the competition and the social aspects have not scored highly; this may be due to the fact that these aspects require continuous use of the system, which is not valued in this work, so although the experience includes these options, its results cannot be measured properly in this type of study.  
Related to hypothesis 1, the users indicated that they feel motivated and feel curiosity about using the environment, they asked for more practices, and they expressed interest in including the system in a greater number of practical exercises. Then, hypothesis 1 was confirmed by the obtained results in this study design.