Contextual considerations: Developing immersive virtual reality safety training in two workplaces through design-based research

Immersive virtual reality (IVR) can provide a safe and engaging learning environment for occupational safety training. However, learning theories have been scarcely applied in IVR research (Radianti et al., 2020). No empirically tested models exist that could guide the practitioners in pedagogically viable application of IVR in their safety training program designs. To address this issue, a sociocultural simulation training model for IVR safety training was developed in design-based research (DBR) (Amiel Gaba, 2004), workplace learning (Billett, 2021), and occupational safety training (Burke et al., 2006; Casey et al., 2021), was used as a foundation for the model. Social cognitive (Bandura, 1997), sociocultural (Vygotsky, 1978) and cognitivist (Sweller, 2020) views on learning were combined to achieve the pragmatical objectives. Two research organizations carried out a joint study in collaboration with two large work organizations in Finland. Empirical mixed-methods research was conducted with an emphasis on quantitative data that was analyzed with statistical methods. Qualitative data was collected before, during and after training interventions, and subjected to deductive and inductive content analysis methods. The aim of this presentation is to discuss the challenges and benefits of using the DBR methodology to develop a novel safety training method in a multidisciplinary context. The study forms the basis for the author’s doctoral dissertation. The main research question for the dissertation study was, ‘How should facilitated group learning situations and individual immersive virtual reality training scenarios be designed and combined in a training model to support the trainers and learners in achieving safety training objectives in the sociocultural setting of their workplace?’.