VR training strategy boosts international non-profit

A recent study found that immersive virtual reality training increased cognitive load and decreased knowledge transfer compared to PC-based training, yet it only did so when inserting text and narration (Makransky et al., 2010). Yet in an early landmark double-blind study standard trained resident surgeons made more than six times as many errors as the virtual reality trained group of residents, and the virtual reality trained group completed procedures faster in a third of the time (Seymour et al., 2002). With conflicting results across many studies on virtual reality or augmented reality training, it would be beneficial to develop a set of pedagogical insights for virtual reality instructional designers and implementors in transferring technical knowledge via immersive augmented and/or virtual reality learning environments for learning and job performance gains.

AR/VR (augmented reality/virtual reality) or XR (extended reality) development of adult learning programs is a relatively new field in comparison to real-world classrooms. Currently, there are no standard procedures for how to increase acquisition, retention, retrieval, and transfer of knowledge using augmented or virtual reality learning environments through a systematic instructional design process. Regarding the AR/VR learning applications being designed as a kind of educational training, VR instructional designers have few resources to guide them despite an emerging market demand.

Review how Virtual Reality can be a game-changer for blue-collar jobs: VR Career Brief 

Examine the in-depth study on VR utilization in industrial settings: VR Instructional Design

Investigate the foundational paper on VR development for global practices: VR Metaverse Design