Virtual Reality (VR) Technology Integration in the Training
Environment Leads to Behaviour Change
Amy Rosellini
Department of Information Science, University of North Texas, Denton, TX, U.S.A.
People Operations, New Western, Irving, TX, U.S.A.
Keywords: Virtual Reality, Knowledge Transfer, Behaviour Change, Adult Learning, Training.
Abstract: Virtual Reality technology provides a more effective, cost-saving learning solution to firms, however more
research is needed to understand how VR technology transfers to real world behaviour change. Current studies
measure the impact of VR technology in a training environment without integration of adult learning theory
that benefit all learning styles. To measure the effectiveness of VR technology in the training environment,
industries like healthcare and aviation are studied at a greater rate because of their knowledge management
systems and high stakes need for learning. A flight attendant study conducted within a training environment
takes a new approach measuring the impact of VR technology on behaviour outcomes. This study relies on
post-training behaviours rather than survey or assessments. With over three years of VR integration blended
into a formal training environment, early evidence supports the utilization of VR technology to teach flight
safety to flight attendants. Initial findings show an improvement in new flight attendant scores measuring
behaviour change in a series of safety tasks performed post-training. In addition, early research provides
unanticipated evidence of the impact on knowledge transfer when some workers are not utilizing VR
technology and others do utilize VR technology in the same environment.
1 INTRODUCTION
Knowledge is a competitive advantage for
organizations, and virtual reality (VR) technology is
increasingly a source of knowledge transfer in firms
(Ahn & Chang, 2004; Kuah & Wong, 2011; Alfalah
et al., 2019). In 2018, Wal-Mart utilized VR
technology with over 1 million employees (Incao,
2018). Verizon has utilized VR technology to teach
safety to retail workers in case of armed robbery.
Stanford tested VR technology with football players
to help them understand player movement on the
virtual field (Noguchi, 2019). As the usage of VR
technology spans new fields and training
environments, more testing is needed to understand
how VR technology is utilized.
VR technology requires higher upfront costs with
long-term cost-saving. As a learning solution to firms,
research in VR technology is relatively new and more
research is needed to understand how VR technology
transfers to real world behaviour change (Gabajova et
al., 2019; Jia-Ye et al., 2021). The gap in current VR
technology research in the training environment is the
lack of comparison to equally sophisticated learning
environments. Current studies tend to compare poor
training to enhanced training with VR technology
rather than comparing robust training environments
where VR technology is integrated into an already
sophisticated knowledge transfer training program.
Before proving the impact of VR technology,
researchers must understand the nature of the training
environment, how adult learning is maximized in the
training environment, and the benefit the current
training environment brings to different learning
styles.
2 REVIEW OF LITERATURE
2.1 Adult Learning Theory
Investigating VR technology in the formal training
environment requires an understanding of adult
learning theory. For adults to accept knowledge
transfer and allow the knowledge to impact
behaviour, they must be given the opportunity to learn
beyond the explicit knowledge resources. Adult
workers transfer tacit knowledge through
200
Rosellini, A.
Virtual Reality (VR) Technology Integration in the Training Environment Leads to Behaviour Change.
DOI: 10.5220/0011552100003335
In Proceedings of the 14th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management (IC3K 2022) - Volume 3: KMIS, pages 200-207
ISBN: 978-989-758-614-9; ISSN: 2184-3228
Copyright
c
 2022 by SCITEPRESS – Science and Technology Publications, Lda. All r ights reserved

socialization, experiences in the training
environment, and problem-solving interactions to
build new tacit knowledge (Knowles, Holton, &
Swanson, 2005). As firms incorporate more adult
learning practices into the formal training
environment, they improve knowledge transfer.
Training in firms relies on the proper execution of
adult learning theory, which determines an adult’s
willingness to learn and change behaviour (Kolb,
1984; Rosellini, 2017). Adult learning, as in Kolb’s
model of experiential learning, considers the need of
adult learners and providing training that allows
results in behaviour change. Through concrete
experience, Kolb identifies the need for workers to
perform tasks while also allowing time for reflective
observation. As reflective observation becomes
abstract conceptualization, the adult worker applies
learning by experimenting new behaviours to create
concrete experiences on the job.
2.2 Learning Styles
The reviewing the literature of VR technology and its
proven success in the literature, Jai-Ye et al. (2021)
identified that more research is needed to understand
how knowledge transfer is impacted with the different
learning styles that interact with VR technology.
Learning style is the behaviours that a person adopts
to navigate the learning environment, as shown by
their habits and preferences (Messick, 1976).
Gardner’s (1985) work became associated with
identifying seven learning styles that he called
intelligences through the theory of Multiple
Intelligences. Gardner saw a problem with
intelligence testing in schools in that they historically
measured school success, rather than addressing all
types of intelligence success potential. Born from
Gardner’s work, the seven learning styles identify
individuals’ preferred methods for the learning and
processing information. Identifying learning styles
allow trainers in knowledge management systems to
tweak or adjust training to reach the highest number
of learners.
The learning styles are: interpersonal,
intrapersonal, kinesthetic, visual, logical, and
auditory (Gardner, 1985).
Throughout the remainder of the study, the term
sophisticated training environment is used to describe
a training environment that utilizes adult learning
theory and one that integrates all learning styles into
its training environment. In the next section, multiple
studies cite proof of the superiority of VR technology
throughout knowledge transfer systems.
2.3 Virtual Reality Technology
VR technology is defined as a computer simulated
three-dimensional environment that creates a virtual
world (Garb, 1987). Virtual Reality studies are
concentrated in the medical field with some
application across manufacturing, academic and other
industries (Salsabeel et al., 2019; Chang et al., 2019).
VR technology is superior to other training
approaches because of its ability to impact different
learning styles (Sitzmann, 2011).
The end of this section will include a review of
VR technology in the medical and aviation field, and
other industries.
2.3.1 VR Technology across Industries
In the manufacturing environment, Gabajová et al.
(2019) completed an assembly study with individuals
who were aided by an instruction manual compared
to individuals aided by VR technology. On average,
VR technology saved individuals 36.16% of the
seconds required to complete an assembly task.
Gabajová et al.’s study inadequately describes how
limited printed materials impact adult learning prior
to VR integration. The VR technology is capable of
appealing to all seven learning styles in a way the
instruction manual cannot. Comparing VR
technology with an instruction manual does not
demonstrate superiority of VR technology. Rather it
shows the ineffectiveness of instruction manuals in
adult learning and knowledge transfer. (Gabajová, et
al., 2019).
VR technology shows evidence of improved
knowledge transfer in the medical field (Chang et al.,
2019; Salsabeel, 2019). Chang et al. (2019)
conducted a nursing study where students in Taiwan
received either VR technology or an instructor-led
training with video instruction to learn childbearing
techniques. The study found that VR technology
increased knowledge transfer because the students
were better able to gain a well-rounded experience
that was not provided with a two-dimensional video
and instructor-led training. Results from the study
showed that the nursing students who received
training through VR technology demonstrated greater
expertise post-training than the students receiving
instructor-led and video training.
The comments of participants in the Chang et al.
study shared that video instruction lacked the
inclusion of multiple video angles to allow learners to
visualize the full anatomy and childbearing process,
proving that all learning styles were not considered in
initial training.
A mining study introduced a VR-based game to
train workers on safety hazards, proving that VR
technology is more effective than previous training
Virtual Reality (VR) Technology Integration in the Training Environment Leads to Behaviour Change
201

methods that include training manuals and videos
(Liang, Zhou, & Gao, 2019). The mining study
provides another example where VR technology is
compared to a training environment that does not
consider equal learning styles.
2.3.2 VR Technology in Healthcare
The medical field adapts superior training. VR
technology in the medical field provides more
accurate studies of the effectiveness of VR
technology due to the high quality of the training
environment pre- and post-VR implementation.
Medical studies prove that VR technology best
transfers skills when health professionals interval
train for short periods over an extended time
(Gallagher et al., 2005).
A study out of Jordan that simulates a heart
provides a more accurate comparison to how groups
might benefit similarly from VR and simulation. The
virtual model received higher satisfaction from
medical students implying greater learning; a
limitation of this study is that effectiveness is based
on survey rather than behaviour change (Salsabeel et
al., 2019).
Kyaw et al. (2019) conducts a meta-analysis of
virtual reality technology studies educating health
professionals. The cumulative review of research
spanning 1990 to 2017 found that VR technology
shows evidence of improving knowledge and
cognitive skills in health professionals. Behaviour
change is not reviewed or understood as to how it is
impacted by VR technology.
A Hong Kong study develops VR technology as
part of an interactive training program to aid in
procedures related to patient diagnostics. The study
finds value in the VR technology to transfer
knowledge, but like many studies before it, fails to
measure behaviour change post-training (Tang et al.,
2020).
New research in the medical field provides the
possibility of measuring brain activity during VR
technology simulation to understand how the brain
responds in virtual worlds Gillian, 2019). The
immersion of this technology provides additional data
points to measure the effectiveness of VR technology,
however post-VR technology performance is still a
critical step in understanding how VR technology in
the training environment aids in behaviour change
post-training. Unfortunately, VR technology studies
in the medical field continue to present a gap from
effectiveness in the training environment to proven
behaviour change in the field (Papanikolaou et al.,
2019). Before discussing behaviour change in greater
detail, the next section investigates current VR
technology studies in the aviation industry.
2.3.3 VR Technology in Aviation
The aviation industry, like the medical field, adopts
sophisticated training that includes testing and
verification of the training environment to maximize
knowledge transfer. In a study of 310 aviation
students across ten United States institutions, students
identify VR technology as useful, enjoyable, and
positively impacting learning (Fussell & Truong,
2021).
A 2017 study chronicles the efficacy of different
VR technology display screens utilized in the aviation
training environment to understand the effectiveness
of VR technology (Buttussi & Chittaro, 2018).
Regardless of VR technology utilizing two-
dimensional or three-dimensional images through
either a desktop monitor or head mounted hardware,
Buttussi and Chittaro’s study finds that knowledge
and self-efficacy improve utilizing all types of VR
technology regardless of monitor type through
rigorous examination of workers prior to training,
post-training, and two weeks after training (2018).
A German aviation study compared VR
technology flight simulation to hardware flight
simulators to compare speed and accuracy of pilots in
the two environments. In this study, pilots spent more
time in VR technology to engage cockpit
instrumentation than they did in the hardware flight
simulation (Oberhauser et al., 2018).
More recent studies on aircraft pilots determine
the efficacy of VR technology as a training tool. A
pilot training study shows VR technology leading to
higher test scores for pilots (Dymora et al., 2021).
Another pilot study demonstrates that VR technology
is effective in measuring cognitive ability, situational
awareness, and prospective memory (Van Benthem &
Herdman, 2021).
In both pilot studies, the data did not compare
similar training environments: one with VR
technology and one without VR technology, which
would have allowed the VR technology to serve as
the true differentiator in the success of the training.
Throughout aviation studies, recent analyses link
the time spent in VR technology and the ability of the
firm to integrate the VR technology as factors in
effective utilization. Time spent with VR technology
requires further study, but there is evidence that firms
who better integrate the VR technology into their
training environment see enhanced results of VR
technology utilization (Buttussi & Chittaro, 2018;
Oberhauser et al., 2018; Dymora et al., 2021)
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2.4 Cynefin Framework
Use Snowden’s (2002) Cynefin Framework provides
perspective of how to view the growing issue with VR
technology studies that compare sophisticated VR
technology with poor training in an unsophisticated
learning environment. In many of the studies
discussed here, the control group functioned without
VR technology in an environment that did not
implement adult learning theory, nor benefit an equal
number of learning styles.
To better understand the current problem with
VR technology, the Cynefin Framework (Figure 1) is
reviewed through different domains to identify where
current studies lack the perspective of how to make
decisions and understand the full impact of VR
technology.
The virtual reality studies examined here reflect
a Simple (bottom domain) approach to the impact of
VR technology in training. Ranging from surveys
where workers preferred VR hearts versus physical
replica hearts to manufacturing a product through VR
versus an instruction manual, the studies take a linear
approach to understanding the impact of VR
technology without considering the whole
environment or the needs of stakeholders. The Simple
domain accounts for linear cause and effect
relationships which some VR technology studies
claim. The assumption that VR technology can be
proven by comparing current status of training to
adding a VR technology is an oversimplification that
does not investigate the learner behaviours or state of
the environment where VR technology is inserted.
Figure 1: Cynefin Framework from A leader’s framework
for decision making, by D. Snowden & M. Boone, 2007.
The Complicated domain (right domain)
represents an issue or decision that may have several
paths to the correct answer. It is possible that VR
technology in training is complicated in nature. While
several paths forward may exist qualifying how VR
technology should and should not be used, the sense-
analyze-respond steps do not ring true in this context.
The initial understanding of VR technology should
include a more thorough investigation before sensing
can take place. The failing of current studies is the
lack of investigation into understanding the training
environment before the insertion of VR technology.
In the Chaotic domain (left quadrant), no
relationship exists between the circumstances, which
does not apply to the effectiveness of VR technology
in the training environment.
The Complex domain (top quadrant) is where the
VR technology issues lie in most firms. In order to
form a more complete understanding of how VR
technology stands to benefit the firm, probe and
analysis must first take place to decipher the level of
adult learning theory in place with the current training
as well as the learning styles that benefit from current
training. Once a thorough understanding of the
training environment is reached, researchers can
sense the best path forward to measure the impact of
VR technology and act.
2.5 Behaviour Change
In the automotive and airline industries, previous
studies integrated knowledge management models
and synthesized them into the Knowledge Transfer
Measurement Model (KTMM) (Figure 2). KTMM
demonstrates the different ways firms can measure
the success of knowledge transfer while identifying
direct relationships between training and business
results (Rosellini 2017, 2019).
Figure 2: Knowledge Transfer Measurement Model from
Knowledge measurement model to measure the impact of
formal training on firms, by Rosellini, 2017.
Formal training environments provide learning to
workers in a way that allows them to capture both
explicit and tacit knowledge, then put the knowledge
into practice through behaviour change. KTMM
outlines measurement tools that help measure the
progress of the knowledge transfer process. While
Virtual Reality (VR) Technology Integration in the Training Environment Leads to Behaviour Change
203

assessments are valuable tools to understand if
knowledge has been transferred, observation of
behaviour change is a superior measure of success for
knowledge management systems (Rosellini, 2019;
Rosellini & Hawamdeh, 2020).
When measuring safety over sales, the current
study utilizes observation by a third-party to answer
the following questions: How does the addition of VR
technology impact post-training behaviour in
identical environments that adopt adult learning
theory? How does the VR technology’s impact
change over time?
3 METHODOLOGY
At a U.S.-based airline, flight attendants are spend
time in both VR technology and in-person instructor-
led training to learn essential safety behaviors. This
particular airline was selected because of the superior
training environment provided to its workers. Details
of the training environment cannot be shared in this
study, in order to maintain the confidentiality.
This study is presenting new data at the early
stages of analysis. Data sets include flight attendants
scores from three time periods: 2021-2022 represents
results for both a non-VR and VR flight attendant
scores; 2019 represents the same populations; 2017
represents scores prior to VR launch.
3.1 Sample Size
To protect company data, the population of total flight
attendants is not shared publicly. The sample size is
statistically significant and includes over 26,600
flight attendant scores from drills assessed by a
supervisor.
The pre-VR technology data set includes a
statistically significant population of flight attendant
scores to compare flight attendant behaviours prior to
and after introducing VR technology into the training
environment (Table 1).
Table 1: Population Comparison of participating flight
attendant scores in VR Technology study.
Date Range
Control
Group
(no VR)
Test
Group
(with VR)
October 2021 -
February 2022
543 8,332
January 2019 -
Decembe
r
2019
5,370 6,633
January 2017 –
Decembe
r
2017
5,723 -
The second time frame selected (2019) was
shortly after VR technology integration began.
Except for the VR technology, control groups and test
groups receive the same training in the same time
frame. The third time period includes flight attendant
drill scores prior to VR technology integration.
3.2 Testing
After the completion of flight attendant training and
prior to completing flight attendant certification, the
airline assesses flight attendants on a series of
behaviour drills. The behaviour drills are measured
one-on-one by a member of the training staff.
Behaviour drills allow the firm to assess the
capability of the flight attendant to pass safety and
regulatory behaviours required to complete
certification. Based on KTMM, testing of the research
questions includes observations of behaviour change
post-training, rather than survey or assessment. The
benefit of studying behaviour change post-training is
that firms can begin to understand the outcomes they
can expect from VR technology integration.
To test the impact of VR technology integration
in a sophisticated training environment, this study
utilizes an Independent Samples Test of the one-on-
one observation scores of behaviour drills. The
behaviour drill scores are compiled in three different
time periods: prior to VR technology integration,
upon initial adoption of VR technology integration,
and after two years utilizing VR technology. For the
time periods when the firm is utilizing VR
technology, both a control group and test group were
used to compare average scores both with and without
VR technology integration.
The scores of behaviour drills include a 5-point
range where scores of 4-5 are considered passing
scores. For seasoned flight attendants with in-flight
experience at the airline, scores of 3-5 are considered
passing.
4 RESULTS
The results of the Independent Samples Test show an
increase in behaviour outcomes with VR technology
integration in the learning environment. The sample
size of the population tested immediately after VR
technology integration provides the greatest
significance into the effectiveness of VR technology
integrated into the sophisticated training
environment.
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Graph 1: Population Comparison of Flight Attendants
scores with non-VR integration and VR integration.
4.1 VR Technology Impacts Behaviour
Change
As a result of VR integration, the scores of behaviour
drills increased in the test group. Graph 1 illustrates
the increase in score from 4.3201 with the non-VR
technology users to 4.3774 with the VR technology
users. With a p value < .001, the mean score of VR-
users compared to non-VR users is statistically
significant.
4.2 Behaviour Stabilizes Post-VR
Technology Integration
According to previous research, firms benefit from
the utilization of VR technology over time as they
learn to integrate the software into the current training
environment. In the experiential training environment
that utilizes adult learning theory and integrates
learning styles, VR technology results in an increase
in knowledge transfer behaviour change. Graph 2
shows how the population scored prior to VR
technology integration with timeline comparison of
how average scores changed with initial VR
technology rollout and two years after VR
integration.
Although this study is early in analysis, initial
findings illustrate how the populations’ average
scores improved with VR initial integration, then
maintained similar average score after two years of
utilizing VR technology in the training environment.
The initial results point to consistent results of VR
technology improving behaviour change regardless
of the firms’ experience with VR technology.
Graph 2: Comparison of flight attendant scores prior to VR
integration (2017), immediately after VR integration
(2019), and 2 years after VR integration (2021-2022).
4.3 Firm VR Technology Integration
Produces Mixed Results for Non-
VR Users
An unintended result of this study was decrease in
average score of non-VR users after the firm
integrated VR technology into the training
environment.
Graph 3: Mean Score Comparison of non-VR participating
Flight Attendants prior to VR technology integration (2017)
and post-VR technology integration (2019).
In the populations of Graph 3, all participants
completed experiential training and did not
participate in VR technology integration. Despite no
change in the flight attendant group’s training, the
later group experienced a decrease in average scores
after the firm integrated VR technology with other
flight attendant groups. More analysis into this
anomaly will be conducted and this decrease is
discussed more in the Conclusion.
4,3915
4,4375 4,437
1
2
3
4
5
2017 2019 2021-2022
4,3915
4,3398
1
2
3
4
5
2017 2019
4,3201
4,3774
1
2
3
4
5
Control Group,
Non-VR Users
Test Group,
VR-users
p
< .001
Virtual Reality (VR) Technology Integration in the Training Environment Leads to Behaviour Change
205

4.4 Limitations
The study is not intended to compare the capability of
different VR technologies, rather to explore how a
experiential learning environment compares to a
virtual experience. Failing to explore how the
different VR technologies play a role in learning,
while intentional, is a limitation of this study.
In the control group, the control group that did not
integrate VR technology included flight attendants
that had the most in-flight experience and whose
previous training did not include VR technology. The
years’ experience is a limitation in the study because
the years of in-flight experience is significantly
different between the control and test groups. The test
groups were new flight attendants in the firm,
attending training at the airline for the first time.
While it is possible members of the test group worked
for other airlines and had some in-flight experience,
the significant difference in years’ experience is a
limitation of the results of the study. Additional
limitation of the control group is that the control
group in the seasoned VR technology timeframe
represented less than 7.0% of the total population
tested, limiting the usefulness of data from this
sample population.
The study was unable to compare and measure the
work history of flight attendants in the test groups.
Additional research should be conducted to
understand how previous in flight experience impacts
of neutralizes the effectiveness of VR technology
when integrated into a sophisticated training
environment.
Lastly, a limitation in this study was that flight
attendants were not surveyed to understand their
previous experience with VR technology. It is
possible that the consistent results of training with VR
integration is also linked to the average age of the test
group and likelihood that they have previous
experience with VR technology. Further testing will
enable researchers to isolate previous VR technology
experience either in leisure or a professional setting
to understand its impact on VR technology
integration in the training environment.
5 CONCLUSIONS
The integration of VR technology blended with
sophisticated training allows firms to maximize the
learning styles of individuals while improving overall
behaviour change of workers. Given the
concentration of VR technology research in the last
five years, more data must be collected and analysed
to understand how VR technology impacts behaviour
change to a greater or similar degree to classroom
simulations.
5.1 Implications for Knowledge
Management Systems
The implication of knowledge management systems
is that VR technology continues to spread in new
industries, but how it impacts knowledge transfer and
ultimately behaviour change must be considered in
light of training environments that are its equal in how
they adapt to different learning styles. Current studies
lead practitioners to believe that VR technology
improves learning and knowledge transfer. There is
not sufficient evidence to support that VR technology
is more effective than Kolb’s model of adult learning
theory utilized in the training environment; however,
the study suggests that VR technology when used in
tandem with a sophisticated training environment
results in improved knowledge transfer behaviour
change.
An unexpected result of the initial analysis was the
decrease in average scores of non-VR users when VR
technology was integrated into the firm. A possible
explanation is that training resources in the firm were
deployed to support the new VR technology,
changing the training environment in a way that
decreased knowledge transfer and resulted in
decreased learning. Further research into the data and
follow-up with the firms is critical to understand what
changed for non-VR users when VR technology was
integrated into the training environment.
As learning technology increases in the aviation
and other industries, the benefits in behaviour change
provide a positive indication of the future use of VR
technology.
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