Revisited from the Foresaw archive. The argument and structure have been updated for this edition.
A simulated environment can create opportunities to practice situations that are difficult to reproduce in a classroom. But the presence of a headset does not tell us whether a learning experience is effective.
The right starting point is a skill, a learning objective, and a way to observe progress.
Choose what needs simulation
Identify which parts of the task depend on spatial understanding, sequencing, or interaction with an environment. Some concepts may be better taught with a diagram, a conversation, or a conventional interactive exercise.
Use immersion where it serves the learning goal rather than making it the requirement for every part of the course.
Design feedback, not just scenery
Give learners a clear task and feedback that helps them understand their decisions. The environment should make mistakes understandable and provide a useful path to try again.
A facilitator may need a separate view of the exercise, including the choices made and the points where someone became stuck.
Plan for practical constraints
Consider comfort, accessibility, available space, equipment management, and how the experience fits into the training session. Provide an alternative path where the hardware or interaction is unsuitable for a learner.
Evaluate transfer
Completing the simulation is not the same as performing the real task. Compare the experience with the existing training approach using measures related to the skill being taught.
Keep the content maintainable as procedures change. A training system is useful only while its lessons remain aligned with the work.
Adapted from “The Role of Virtual Reality (VR) in Training and Education.”
First published on Foresaw. Reworked for this edition.