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Forging Technical Career Skills in Virtual Reality: How Immersion Shapes Learning and Engagement

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Title: Forging Technical Career Skills in Virtual Reality: How Immersion Shapes Learning and Engagement
Language: English
Authors: Benjamin D. Blachly (ORCID 0009-0009-8188-1789), Bradley D. Pitcher (ORCID 0000-0002-0961-6819), Jerod C. White, Tara S. Behrend
Source: International Journal of Training and Development. 2026 30(2):192-201.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Job Skills, Career and Technical Education, Computer Simulation, Technology Uses in Education, Welding, Skill Development, Student Attitudes
DOI: 10.1111/ijtd.70017
ISSN: 1360-3736
1468-2419
Abstract: Virtual reality (VR) is rapidly gaining popularity in vocational education and training (VET). We conducted a between-subjects experiment to explore how VR modality (headset vs. desktop VR) influences trainee reactions and performance for a simulated welding task. Participants completed six welding trials, receiving feedback on three key performance metrics after each trial. Results indicate that participants performed better in the desktop VR condition. However, participants in the headset VR condition reported higher levels of future interest in welding and found the training to be less boring. Presence and engagement did not significantly mediate the relationship between VR modality and performance, as VR modality did not significantly predict presence. In post hoc analyses, we found that affect, interest and motivation positively mediated the relationship between presence and performance. Our results suggest that less immersive media may promote VET skill development more effectively, possibly due to a greater sense of fidelity. More immersive media may be better for developing engagement and interest for people who are not already committed to or interested in developing a skill, which may also counteract performance differences over time.
Abstractor: As Provided
Notes: https://osf.io/bsz5h
Entry Date: 2026
Accession Number: EJ1504787
Database: ERIC
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  Data: Forging Technical Career Skills in Virtual Reality: How Immersion Shapes Learning and Engagement
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  Data: <searchLink fieldCode="AR" term="%22Benjamin+D%2E+Blachly%22">Benjamin D. Blachly</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-8188-1789">0009-0009-8188-1789</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bradley+D%2E+Pitcher%22">Bradley D. Pitcher</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0961-6819">0000-0002-0961-6819</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jerod+C%2E+White%22">Jerod C. White</searchLink><br /><searchLink fieldCode="AR" term="%22Tara+S%2E+Behrend%22">Tara S. Behrend</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Training+and+Development%22"><i>International Journal of Training and Development</i></searchLink>. 2026 30(2):192-201.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Job+Skills%22">Job Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Career+and+Technical+Education%22">Career and Technical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Welding%22">Welding</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: 10.1111/ijtd.70017
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  Data: Virtual reality (VR) is rapidly gaining popularity in vocational education and training (VET). We conducted a between-subjects experiment to explore how VR modality (headset vs. desktop VR) influences trainee reactions and performance for a simulated welding task. Participants completed six welding trials, receiving feedback on three key performance metrics after each trial. Results indicate that participants performed better in the desktop VR condition. However, participants in the headset VR condition reported higher levels of future interest in welding and found the training to be less boring. Presence and engagement did not significantly mediate the relationship between VR modality and performance, as VR modality did not significantly predict presence. In post hoc analyses, we found that affect, interest and motivation positively mediated the relationship between presence and performance. Our results suggest that less immersive media may promote VET skill development more effectively, possibly due to a greater sense of fidelity. More immersive media may be better for developing engagement and interest for people who are not already committed to or interested in developing a skill, which may also counteract performance differences over time.
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  Data: https://osf.io/bsz5h
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      – Text: English
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      – SubjectFull: Career and Technical Education
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      – SubjectFull: Computer Simulation
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Welding
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      – SubjectFull: Skill Development
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      – SubjectFull: Student Attitudes
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      – TitleFull: Forging Technical Career Skills in Virtual Reality: How Immersion Shapes Learning and Engagement
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