How immersive technologies will change the way train in the 2020s

By Ferenc Boroczky - 04.01.2021 - Company Update

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Communication tools have become increasingly visual, and with restrictions in movement driving more people to use technology this past year, digital innovation has played an even more essential part in our working lives. From teachers using Google Classroom to connect with students and endless business meetings on Zoom, being able to communicate in more than one way has ensured continuity for most businesses during a globally uncertain period.

Picture Credit: https://www.microsoft.com/en-us/hololens/industry-manufacturing
Better learning experiences with immersive technologies

For those tasked with training and developing a company’s workforce, blended learning is something they are having to increasingly consider and implement as the pandemic looks to extend the time employees spend working from home. Blended learning by the simplest definition is the combination of face to face and virtual classes but as the need to access more online training grows, the adoption of immersive techniques and technologies is now more important than it has ever been.

For some businesses, investing in the technology required for immersive training can be prohibitive and implementing it into existing programs can seem like a daunting task. But the beauty of this innovation is that pilot programs can be created, bespoke to your business, to allow you to test it and decide if it’s the right solution for your business. The benefits are numerous, as are the considerations before adoption. For logistics and fleet companies who need to deliver a range of training sessions for a variety of employees, and whose work remains offline even during a pandemic, immersive training techniques accommodate the volume of training they need to continue to deliver.

Benefits and advantages of immersive technologies

One key benefit of immersive training is the simulation of hazardous training conditions. Through the use of virtual, augmented and mixed reality technology, learners can experience situations that would otherwise be difficult or dangerous to replicate. Learners using virtual reality are four times faster to train and almost four times more emotionally connected to the content than classroom learners.

Other advantages of immersive training include scalability, personalisation and the capacity to gather data during the training session itself. There is also a significant body of research that has shown that learner engagement is far higher with immersive technologies than with traditional training methods. Learning time is accelerated, saving time and in some instances money.

Source: The VR Advantage - How Virtual Reality is redefining soft skill training - https://www.pwc.com/us/en/services/consulting/technology/emerging-technology/vr-study-2020.html
"Through the use of virtual, augmented and mixed reality technology, learners can experience situations that would otherwise be difficult or dangerous to replicate."

The level of active learner engagement in immersive programs exceeds the passive learning styles in classrooms. The experience-based knowledge delivered also means information is more accessible and enhances the learning experience by reducing the learner’s cognitive load. This creates a strong connection between learner motivation and knowledge retention.

It is also easier to observe situations from a range of different perspectives while training any size group of learners. As social distancing has become more critical in our daily lives, access to training programs that accommodates large groups of people is invaluable.

As we all continue to be even more connected to our devices and seek visual experiences, the 2020s are set to witness the ongoing all-sensory revolution driven by AI, AR, VR and mixed reality - and this will substantially change the way we all learn and interact. The pandemic has accelerated the adoption of immersive technologies and the time for implementing everything we learned in 2020 starts now.

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