Guest Editorial – Unravelling the power of virtual reality for the future of workplace learning and design: individual, organisational and societal considerations

Citation

Callari, T.C. (2024), "Guest Editorial – Unravelling the power of virtual reality for the future of workplace learning and design: individual, organisational and societal considerations", Journal of Workplace Learning, Vol. 36 No. 7, pp. 461-466. https://doi.org/10.1108/JWL-09-2024-201

Technically, virtual reality (VR) is a simulated three-dimensional (3D) environment that allows users to explore and interact with a virtual surrounding in a way that closely approximates reality as perceived through their senses. This environment is created using computer hardware and software, and users may also need to wear devices such as goggles, headsets or bodysuits to interact with it (Wohlgenannt et al., 2020). VR applications are often analysed based on three core properties: telepresence (i.e. the sensation of being physically present within a virtual environment), interactivity (i.e. the degree to which users can influence the virtual environment and receive feedback from it) and immersion (i.e. the degree to which users feel enveloped by the virtual environment, and involves sensory, cognitive, physical dimensions) (Walsh and Pawlowski, 2002).

According to market reports and industry analyses (e.g., see: Pangarkar, 2024), the world of VR is experiencing significant growth, driven by increasing applications not only among private individuals but also within enterprises and public organisations. This trend is also reflected in the advances in VR technology, which includes both hardware developments (such as haptic feedback devices or motion tracking systems) as well as improvements in VR software (such as rendering techniques, graphical fidelity and real-time processing) (Kim et al., 2021; Renganayagalu et al., 2021). High-quality VR headsets like the Oculus Rift S, HTC Vive Pro and PlayStation VR2 are becoming more affordable and accessible, enhancing the gaming experience and introducing new forms of immersive entertainment. Social VR platforms like VRChat, Mozilla Hubs, AltspaceVR and Rec Room enable users to interact in virtual spaces, further driving consumer adoption. Additionally, beyond the entertainment and gaming fields, other applications for private end-users are becoming established. These may include, among others, virtual tours and virtual museums in the fields of tourism and cultural heritage (Chong et al., 2022; Ogrizek et al., 2024; Tussyadiah et al., 2018), or design visualisations and collaborative design processes in architecture and design (e.g. IKEA’s virtual furniture rendering) (Schiavi et al., 2022).

Within private and public organisations, VR sees increasing applications across various fields for different purposes. In this regard, this Special Issue aimed to attract works related to workplace learning and design, highlighting the transformative potential of VR in shaping these areas (Wohlgenannt et al., 2020; Yang et al., 2024). As organisations seek to adapt to rapidly changing societal challenges and market pressures, the integration of VR into workplace learning and design promises to revolutionise training methodologies (Lampropoulos and Kinshuk, 2024), enhance employee engagement, and foster innovative problem-solving skills (Abich et al., 2021). For instance, VR-based training and simulation have been shown to improve functional skills and safety protocols in various industries, from health care to manufacturing (Mäkinen et al., 2022; Radhakrishnan et al., 2021; Scorgie et al., 2024; Stefan et al., 2023). Within the transport system, the integration of VR into driver training can have practical implications that encompass both the training and preparedness of new drivers and continuous development for experienced drivers, resulting in significant time and cost savings for the transport company (Tubis et al., 2023). Furthermore, its application in educational settings and curricula is fast growing due to its potential to create fully engaging environments where students can interact in real time and with the class material in a more hands-on manner in a shared learning space (Radianti et al., 2020; Scavarelli et al., 2021).

Inclusivity is a fundamental aspect of building a future that values diversity and equality. It ensures that all individuals, regardless of their background, abilities or circumstances, have equal opportunities to participate and thrive in various aspects of life. VR technology can ensure that these immersive experiences are accessible to a diverse range of users, regardless of their physical abilities, cultural backgrounds or socioeconomic statuses (Dudley et al., 2023). For instance, VR training and educational programmes can be accessed remotely by learners who are unable to access physical training facilities due to distance, cost and time constraints, but also due to accessibility issues (such as physical and/or cognitive disabilities/impairments and language barriers). In considering and incorporating universal design principles (Gronseth and Dalton, 2019; Null, 2013), VR can indeed help bridge the digital divide and provide equitable access to virtual experiences (Vassilakopoulou and Hustad, 2023). This includes designing user-friendly interfaces and ensuring compatibility with assistive devices (Creed et al., 2024).

All nine articles in this Special Issue provide insights into workplace learning and design that extend beyond individual and organisational settings, addressing wider societal considerations. We received both practitioner and scientific contributions, covering a variety of application contexts, including transport, manufacturing, educational settings and health care, demonstrating the wide adoption of VR. In providing an overview of the articles collected in this Special Issue, I will highlight the themes within each article and across all articles. This approach aims to help readers quickly identify the paper(s) of interest and the potential links among them.

Opportunities in educational curricula. Educational methodologies continuously seek novel solutions, approaches, tools, and technologies aimed at fostering active learning, prioritising active participation, and promoting meaningful learning experiences. VR provides opportunities for experiential learning, allowing students to explore complex concepts in a virtual space where they can experiment, practice and apply their knowledge in real-time scenarios. This is particularly evident in health-care settings, as presented in the article by Gilbey et al. Here, the authors explore the attitudes of health-care stakeholders (academics, clinicians and students) towards the application of haptic technologies, such as haptic gloves that provide kinaesthetic sense and tactile feedback, within VR environments. They examine how these technologies can be used to inform the development of clinical scenarios for curricula, especially for clinical skills requiring direct touch. The article provides insights into stakeholder views on the benefits and demands of integrating haptics within VR environments to enhance skill development and improve patient care outcomes. Additionally, it discusses how the strategic integration of simulations into educational scenarios should be incorporated into a comprehensive educational framework, highlighting the role of educators in enhancing VR and haptics capabilities. VR can revolutionise the educational landscape by creating immersive and interactive environments that enhance student engagement, understanding and inclusivity. In Burnett’s article, the author discusses his experience in delivering a master’s module where students could attend and engage in seminars and practical sessions either in a real lecture room or online via a virtual environment accessible on everyday devices. The author aims to explore the impact of this dual (face-to-face vs online) opportunity and experience among his students, with a focus on blended learning in higher education contexts. The teaching experience was successful, as confirmed by the results showing that student performance in the module was not impacted by the decision to attend classes in person, online, or a mix of both. The decision to choose either mode was driven by intrinsic factors (such as student curiosity and willingness to experience different learning modes) or extrinsic factors (such as weather or logistical issues). This work offers insights on how blended teaching and learning can be successfully delivered in academic curricula, especially to support differentiated instruction with customisable learning experiences tailored to individual student needs, thereby accommodating diverse learning styles and paces.

Inclusivity and accessibility. The concepts of inclusivity and accessibility are critical in learning to ensure that educational environments and resources are designed to accommodate and support the diverse needs and abilities of all learners, fostering equal opportunities for participation and success. Critically, in Brock et al.’s article, the authors investigate the measures and improvements needed to make learning in VR more accessible in education and professional settings. The study focuses on the Edstutia’s platform to create accessible learning opportunities for all. The project involved evaluating existing guidelines, setting new standards and extensive user testing. The authors emphasise the need for inclusive design, empathetic development processes and continuous improvement to ensure VR platforms are accessible to all users, including those with disabilities and situational impairments.

Gamification and professional training. In Haj-Bolouri et al.’s article, the authors explore the extent to which gamified immersive safety training can impact the workplace learning experience. To do so, they draw from a systematic literature review and an empirical case study on fire safety training for train operators. This approach provides a framework with theoretical and practical insights that inform the design of gamified immersive safety training initiatives facilitated with immersive VR technology. The framework can be a valuable tool for industries to monitor employee progress in safety-related training activities with progressive challenges. In Oliveira et al.’s article, the authors aim to identify and analyse barriers to adopting VR in industrial training. By using the Grey-DEMATEL method, which combines Decision Making Trial and Evaluation Laboratory (DEMATEL) with grey system theory, the study evaluates causal relationships among identified barriers. Seven barriers were identified: system vulnerability, technical limitations, usability and ergonomics, acceptability, price, sustainability and lack of standardisation. The findings indicate that price, technical limitations and lack of standardisation are primary causal barriers, influencing the successful implementation of VR in industrial training programmes.

Collaboration and teamwork. VR can provide immersive environments where team members can interact and cooperate in real-time, enhancing communication, engagement and collective problem-solving through realistic simulations and virtual presence. In Dey et al.’s article, the authors review 40 empirical articles on the application of social virtual reality (SVR) using head-mounted displays (HMD) in team settings. They identify three main research themes: features and applications of SVR technology, collaboration dynamics and team performance and educational and professional training and learning. The findings suggest that SVR enhances team collaboration and collaborative learning but is currently more of a complementary tool to 2D technology rather than a replacement. The paper highlights the importance of continued research in optimising SVR for effective teamwork and learning environments.

Cognitive effort and mental workload. The ability to measure cognitive load in the workplace provides several opportunities to improve workplace learning and overall performance. However, how mental workload can be measured in VR environments requires consideration. This is what Urbano et al.’s article investigates: the adoption of the self-reported Simulation Task Load Index (SIM-TLX) to measure cognitive load during the performance of VR tasks in simulated real-world scenarios. This tool expands on the traditional NASA-TLX model by including dimensions critical to VR, such as task complexity, situational stress, distraction, perceptual strain and task control, in addition to the standard measures of mental demand, physical demand, temporal demand and frustration. The article concludes with insights into the choices of VR design and how these can affect user cognitive load.

Safety and well-being. VR can facilitate collaborative design processes and ergonomic analysis, enabling the simulation of physical postures or tools in dynamic work environments to enhance safety and well-being (Callari et al., 2024; Callari et al., 2022). In Carnazzo et al.’s article, the authors describe a unity-based application that leverages motion capture data and VR technologies for 3D postural analysis and visualisation. This application serves as a simulated VR working environment for human factor analysts to assess the application of ergonomic principles in workplace design. Through various use cases, the authors discuss how virtual mannequins, designed to simulate workers with different body types, are used to review the risk assessment of different tasks in a series of workstation scenarios on the shop floor. This approach shows how industry proactively applies VR advancements to find design solutions that safeguard the health and safety of plant workers, while also optimising assembly line scenarios in terms of cost and time. In Callari et al.’ s article, the aim was to test and evaluate a novel haptic master controller – the primary mechanism for driving the tram. This device is critical for achieving safe and smooth journeys, as haptics can enhance tram drivers’ perceptual feeling in manipulating the device during acceleration and braking tasks. The paper focuses on the feasibility and user acceptance of this novel haptic technology. Additionally, the tram-based VR environment built to test the technology offers insights into its applicability for driver training, both for new drivers and refresher training for the continuous development of experienced drivers.

To conclude this Editorial, the author would like to thank all the authors who contributed their work to make this happen. The author also extends gratitude to the reviewers who helped make timely decisions on the submitted manuscripts. Finally, the author thanks the Journal of Workplace Learning, the Editor, and the Journal team for facilitating this Special Issue.