There has been minimal work identifying effective durations and cumulative timeframes to enable curriculum development and Virtual Reality (VR) trainer integration ensuring maximum training effectiveness and minimum adverse effects in the long and short term focused on Head Mounted Displays (HMDs).

HMD VR training is reaching higher levels of maturity and incorporation into military schoolhouse training and curriculums. Significant work has been completed analyzing effectiveness of general VR training for teaching specific skills. Research regarding general VR has also identified adverse effects that can occur for a user, such as cybersickness.

This paper presents recommendations for limits of HMD VR incorporation within a military training curriculum from the available literature.

The recommendations draw from analyses mostly focused on improving the development of general VR trainers to mitigate adverse effects. This work has predominantly occurred within Naval Aviation Training where simulators of both Mixed Reality (MR) and VR have been used for some time to great success. Often this cybersickness analysis provides different types of simulators (CAVE Automatic Virtual Environment (CAVE), HMD, etc.) the same treatment meaning that it is difficult to draw specific HMD VR recommendations for curriculum development. The majority of these papers have focused on Naval Aviation Training which has significant motion or head motion due to the nature of the skills and tasks being taught and assessed, that may not be present in other applications.

Due to the limitations in the available literature regarding the integration of HMD VR within military training curriculums a future experiment is proposed to collate the data to enable more effective recommendations.

Keywords
AUGMENTED AND VIRTUAL REALITY (AR/VR), LEARNING ANALYTICS, LEARNING STANDARDS, LEARNING TECHNOLOGY STANDARDS

Additional Keywords
Curriculum, Cybersickness