Corporate Learners' Perceptions of Extended Reality Technology as a Learning Aid in the Workplace

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
Ho Xue Li Shirley, Kean Wah Lee
{"title":"Corporate Learners' Perceptions of Extended Reality Technology as a Learning Aid in the Workplace","authors":"Ho Xue Li Shirley, Kean Wah Lee","doi":"10.4018/ijcallt.334363","DOIUrl":null,"url":null,"abstract":"Virtual and augmented reality have grown in popularity as learning tools in the workplace in recent years. This study looks at how corporate learners perceive the use of extended reality technology in the workplace. Corporate learners utilise a variety of learning technologies, and their opinions of these resources have an impact on their adoption and learning process. A mixed-methods study was conducted using an online survey and follow-up interviews with the financial services participants (N = 106). The study was guided by the second-generation activity theory and the technology acceptance model (TAM). Findings showed that learners valued immersive technology because it increased teammate involvement and knowledge. However, issues with technological accessibility and incorporation into corporate learning programmes were also raised. According to this study, immersive technology may help with workplace learning, but its advantages and challenges should be taken into account as well. Extended reality (XR) technology offers notable advantages in learning by elevating enjoyment and facilitating a smoother learning experience, which greatly impacts learners' attitudes. However, its implementation in education presents challenges, primarily due to the increased need for resources. Additionally, the learning curve associated with XR technology poses hurdles for both educators and learners. Limited accessibility to virtual reality gear further complicates matters, potentially hindering proficiency and accessibility for learners trying to navigate this technology.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Computer-Assisted Language Learning and Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/ijcallt.334363","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Virtual and augmented reality have grown in popularity as learning tools in the workplace in recent years. This study looks at how corporate learners perceive the use of extended reality technology in the workplace. Corporate learners utilise a variety of learning technologies, and their opinions of these resources have an impact on their adoption and learning process. A mixed-methods study was conducted using an online survey and follow-up interviews with the financial services participants (N = 106). The study was guided by the second-generation activity theory and the technology acceptance model (TAM). Findings showed that learners valued immersive technology because it increased teammate involvement and knowledge. However, issues with technological accessibility and incorporation into corporate learning programmes were also raised. According to this study, immersive technology may help with workplace learning, but its advantages and challenges should be taken into account as well. Extended reality (XR) technology offers notable advantages in learning by elevating enjoyment and facilitating a smoother learning experience, which greatly impacts learners' attitudes. However, its implementation in education presents challenges, primarily due to the increased need for resources. Additionally, the learning curve associated with XR technology poses hurdles for both educators and learners. Limited accessibility to virtual reality gear further complicates matters, potentially hindering proficiency and accessibility for learners trying to navigate this technology.
企业学员对扩展现实技术作为工作场所学习辅助工具的看法
近年来,虚拟现实和增强现实作为学习工具在工作场所越来越受欢迎。本研究着眼于企业学习者如何看待在工作场所使用扩展现实技术。企业学习者使用各种各样的学习技术,他们对这些资源的看法影响着他们的采用和学习过程。通过在线调查和对金融服务参与者(N = 106)的跟踪访谈,进行了一项混合方法研究。本研究以第二代活动理论和技术接受模型(TAM)为指导。研究结果表明,学习者重视沉浸式技术,因为它增加了团队参与和知识。但是,也提出了技术可及性和纳入公司学习方案的问题。根据这项研究,沉浸式技术可能有助于工作场所的学习,但它的优势和挑战也应该考虑在内。扩展现实(XR)技术通过提升学习乐趣和促进更顺畅的学习体验,在学习中提供了显著的优势,极大地影响了学习者的态度。但是,在教育方面的执行面临挑战,主要是由于对资源的需求增加。此外,与XR技术相关的学习曲线对教育者和学习者都构成了障碍。有限的虚拟现实设备的可访问性进一步使问题复杂化,潜在地阻碍学习者熟练和可访问性,试图驾驭这项技术。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
3.00
自引率
14.30%
发文量
49
期刊介绍: The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research, theory, and conceptually-based papers that address the use and impact of and innovations in education technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, designs, discussion, and implementations of computer-assisted language learning. In addition to original research papers and submissions on theory and concept development and systematic reports of practice, this journal welcomes theory-based CALL-related book and software/application reviews.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信