Category: Project

Design Document with Chart: VR Training in the Workplace

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Introduction

Mobile technology supports the needs of learners in a variety of ways.  In particular, mobile technology supports the needs of workplace learners particularly well.  In training, there is a continual demand for learning opportunities that are right-time, right-size, on-demand and realistic.  As Looi describes, “we see that ready‐to‐hand access creates the potential for a new phase in the evolution of technology‐enhanced learning, characterized by ‘seamless learning spaces’ and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student” (Looi, 2010 pg. 155).  Kearney referenced Traxler’s discussion of the ability of m-learning to “transcend   these   spatial   and   temporal restrictions, overcoming ‘‘the need to tie particular activities to particular places or particular times’’(Traxler, 2009 quoted in Kearney, 2012 pg. 4). These characteristics justify the use of mobile learning in the workplace as it meets the right-time, right-size and on-demand needs of the audience.

In workplace education, people learn for a few reasons.  First, because they have to– the learner is new to the role and there are new skills that they need.  Second, because they need to—they have received feedback that they need to change in an area.  And lastly, because they want to—because they have a desire to grow.  The catalyst to learning can be external or internal.  This range of need to desire is vast and there are several concepts related to identity that support transitions from one end of the spectrum to another.  As Bransford noted, “when one is learning outside of school, it is as much about who one wants to be as what one demonstrably comes to know” (Bransford, et al, 2006 pg. 218). Gee’s descriptions of identities around what “kind of person” someone wants to be and how they want their “performance in society” to be perceived (Gee, 2000 pg. 99).  Identity plays a large role in the transition from need to desire.

Churchill provides the RASE learning design framework and it seems relevant to my applications (Churchill, 2016).  The framework describes that success is best achieved when a learning experience includes:  resources, activity, support and evaluation (Churchill, 2016).   This reminds me of Horton’s absorb-do-connect model with an additional focus on support (Horton, 2012).  Activity is key to learning retention and a new way to meet this requirement to successful learning designs is to offer virtual reality learning opportunities.  Multiple case studies have shown that those trained using VR or AR perform better in the real world (Gavish 2015, Amorim 2013, Seymour 2002).  These studies range from military, healthcare and general business applications. One reason that I find VR and AR learning so beneficial for corporate learning is because it can be used to simulate a level of stress in the environment.  As Amorim describes, “the objective of these facilities is to offer the students a more realistic training. And realism is essential”  (Amorim, 2013 pg. 5).   The error rate is often lower and learners are faster at performing the task once they are trained through VR learning opportunities (Gavish, 2015).

To meet the needs of today’s workplace learner, mobile learning has several characteristics that are beneficial and coupling these with VR technologies to provide realistic experiences to practice and demonstrate proficiency will only enhance the learning experience.

Project setting

The setting for this design is a mid-sized credit union with approximately 600 employees.  These employees work at 21 branches located throughout the Inland Northwest or at the credit union’s headquarters in Spokane Valley, Washington.  The learners are aged 18-75 with a minimum of a high school diploma to advanced degrees.  Nearly every employee has a smart phone and all employees have access to credit union technology equipment including desktop PCs, laptops and/or tablets.  All locations have high speed internet with access to the company intranet and learning management system.  All employees are required to take a minimum of 10 eLearning courses on a regular basis to satisfy compliance and regulation requirements so the learners in the setting are very familiar with eLearning.  The organization identifies one of it’s core values as learning and the learning goals include compliance, talent development, personal development and leadership development.  In addition to learning compliance topics, the employees at this credit union learn technical skills such as software training and job skills through eLearning modules.

The instructional designers at this organization have access to a learning management system to host and administer training requirements.  They have access to two authoring tools:  Adobe Captivate and Articulate Storyline 360.  The project will be created using Adobe Captivate as it offers the ability to create virtual reality projects using 360 degree photos and videos at this time.

Design Principles Chart Related to Workplace Training for Credit Union Employees

 

VR Training Design Guideline VR Training Strategies to Support Workplace Training
Consider the learner’s concept of identity and their desire to demonstrate ability in a certain area (Gee, 2000) For many employees, there is a desire to “be a good public speaker.”  This concept has appeared through learner requests and survey responses.  One way of supporting learners in this journey is to help them gain confidence with their ability in using the technology in the conference room.  An introduction to the course will include information to help learners relate their desire to become good at presenting to the importance of learning the technology in the room so that they can focus on other elements of their presentations and worry less about the features in the room.
Learners need more time with VR training than with traditional trainings (Gavish, 2015). Learners will be provided with additional time to spend in the VR-based learning module.  Since there is an element of exploration, learners will be given an extra 30% of time as compared to traditional training opportunities.  Other justifications for additional time include the adjustment period of learning in the VR environment.
Examples should be authentic and real data should be used when applicable.  Case studies, such as the real patient files used in Wang’s experimental setup, should be used as a foundation for VR training examples as the use of real data improves post-training success  (Wang, 2018 pg. 31)

 

 The scenarios used in the VR training and exercises will be from actual situations that have occurred and for reasons that have happened.  The information about the features in the conference room will be factual and specific to those that are actually in the room.
Visual representations should be realistic and “consistent with the material object” and the area around should be “consistent with the real designated field” to provide accurate visual cues for when the learner applies their skills in the real environment (Deng, 2019 pg. 1-2).  The rational for the realistic imagery is related to the “sense of experience” that learners will have (Deng, 2019 pg. 3). Real images will be used to create the VR environment using a 360 degree camera to capture the real environment of the conference room.  This will include real images of the projector, screens, audio, and communication equipment and the user interfaces on all keypads.  The overall view will include imagery of the furnishings to provide reference for learners.
Learners should be able to view the environment from multiple angles (Deng, 2019) The conference room will be captured using a 360 degree image.  This image will allow the program to provide an immersive VR perspective with the ability for learners to replicate actions of moving through the environment.  Targets will be placed at points throughout the image so that learners may click on these targets to explore information or watch videos on the details of that target.  For example, a target will be placed on the projector switch.  When the target is activated, information will display to tell the learner to ensure the switch is in the on position so that their presentation displays on the projector screen.
VR is valuable for refresher training for the following reasons as discussed by Wiekumar:   “on-demand for quick turnaround; brush up as needed for personnel; custom training for personnel with varied backgrounds and different roles within the organization (e.g., detection team, safety team); provide realistic training without travel cost or hazards of using real threats or chemicals; provide access to geographically dispersed personnel; cost effective” (Wiekumar, 2018 pg. 38) The VR training course will be available in the learning management system so that learners may access it at their convenience before using the conference room.  It will be recommended that learners who use the room infrequently retake the course prior to presentations to help them provide the best experience for their attendees.
Train users on how to use the technology (Champney, 2015) The course will include a section before the VR simulation that will teach learners how to use the course and what to expect when using the VR features including:  how to move in the image, how to select and dismiss targets, how to answer quiz questions, and how to close the course.  This information should reference the interface on all devices that it is expected that the learner will use the VR course as there may be elements that are different depending on what type of device the learner uses.
Provide an appropriate level of detail so that the experience is believable including the visuals, tools, sounds, and behaviors so that it can be transferred to reality easily (Champney, 2015 pg. 257) The VR course will include real photos so the images will be as detailed as possible.  For pieces of the image that require additional detail, close-ups will be provided.  For example, the learner may click a target for the projector and then a close-up view of the projector’s user interface will display to show the keypad/touchscreen that the user would experience.  This will allow learners to see the detailed perspective of the device.
“Create quick and simple interactions”  to foster engagement with the material and maintain focus (Naismith & Corlett quoted in Sharples, 2006 pg. 237) Some of the targets in the VR course will include relevant interactions in the simplest format possible.
“Prepare flexible materials that can be accessed across contexts” to allow for a variety of learners to experience the course (Naismith & Corlett quoted in Sharples, 2006 pg. 237)

 

 When creating the course in Adobe Captivate, the instructional designer will preview the course on a variety of devices using the preview tool and make adjustments to the layout so that it is usable on the variety of devices learners may use to access the course.  In addition, a PDF version of the information in the course will be presented as a reference guide so that an alternative way to access the information is available.  This will include a checklist and quick reference job aid.

Development of the Project Design

The purpose of this design is a virtual reality mLearning module to teach employees how to use the technology conference rooms at Credit Union Headquarters.  This course will include booking the room, a tour of the room, room setup tips and how to use the technology and conferencing features in the room.  In addition, troubleshooting tips and help resources will be included.  Many times, meeting and class facilitators are nervous when using the technologies in the conference rooms for the first time and this can lead to a less than ideal experience for the  group.  The goal of the training will be to help new users feel comfortable with the technology in the room, know how to use the room and who to resource if they need assistance. In addition, the course could be accessed on-demand for users to take as a refresher if they use the technology room infrequently.  Ideally, a reminder of the course and how to access it will be included in a calendar invite response that is sent to users via email after they book the room.

Please note, due to unforeseen circumstances related to COVID-19, I was unable to acquire the equipment and access to the credit union headquarters building to capture an image of the actual conference room and equipment.  As an alternative, I used imagery that aligned with those that are in the conference room.  Prior to implementing this course, I will replace the images with an actual 360 degree photo of the room and of the equipment.

From the research conducted on the use of VR training in the workplace, the following design principles will direct decisions made in this design:

  • Identity: The course will appeal to the learners desire to be viewed as a proficient presenter.
  • Time: Learners will be able to take the course at their own pace to explore the virtual elements.
  • Examples: Real examples will be used to support authenticity in the course.
  • Elements and details: Photographs of the environment and equipment will be used to provide a realistic experience.
  • View: Learners will be able to view the virtual world in an exploratory manner as opposed to a sequential or guided way.
  • Refresher: The course will be available in the learning management system to all employees and will be mentioned in the calendar appointment approval emails so that learners know it is available.
  • Instructions: An introductory slide will teach learners how to use the course and the VR technology with in it.
  • Simplicity: Concise interactions will help maintain the learner’s engagement.
  • Alternative: The conference room job aids and support materials will be provided along with the course so that learners may choose to view the text-based items if they prefer.

Course

Below are images of the developed course:

Course image Course image Course image Course image Course image Course image Course image Course image Course image Course image Course image Course image Course image Course image Course image Course image Course image Course image Course image Course image Course image Course image Course image Course image Course image Course image

 

Reflections on Design

Overall, the course demonstrates the principles identified in my research.  When published to the organization’s LMS, the course can be accessed on a PC or on a mobile device if the LMS app is installed.  The course was viewed by two learners and they were impressed with how the course functioned and how courses like this would be applicable to the workplace.  In reflecting on the design considerations, here are keys to the decisions they guided in the course:

  • Identity: Text is included in the course to discuss how preparation is key to a successful presentation.  Preparing to us the technology in the room is one piece of that preparation and by learning about the room, the learner can focus on their presentation and delivery.
  • Time: The course is not timed and learners have the opportunity to spend as much time as they need in the virtual environment reviewing the details of the room features.
  • Examples: The examples used are from real life, such as the needs for sound, closing blinds or catering.
  • Elements and details: Due to COVID-19, I was unable to gain access to the equipment and facility to take a 360 degree photo of the room.  The image is a substitute and will be replaced before the course is implemented.
  • View: Learners can explore the various items and targets in the virtual reality experience in any order and from any view.  The only requirement is that they activate all targets in the course before proceeding to the next section of the course.
  • Refresher: The course will be available in the learning management system to all employees and will be mentioned in the calendar appointment approval emails so that learners know it is available.
  • Instructions: An introductory slide teaches learners how to use the course and the VR technology with in it.
  • Simplicity: Interaction and details on the targets are brief to maintain learner focus.
  • Alternative: The conference room job aids and support materials will be provided along with the course so that learners may choose to view the text-based items if they prefer.

In my organization, there are additional opportunities to explore using VR training.  From safety training to vault and teller drawer management to robbery and active shooter training, the possibilities are numerous.  All of these require some level of interaction between the learner and a physical environment.  VR offers the ability for me to design in a way that allows the learner to interact with the environment without physically being there.  VR is not the right option for all of the types of training I create; however, this project has allowed me to try applying VR to the workplace that is not medical or military.  The potential is exciting and I am looking forward to implementing this project and others in the future.

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