Gamified immersive safety training in virtual reality: a mixed methods approach

• Published in: The journal of workplace learning 2024-10, Vol.36 (7), p.516-538
• Main Authors: Haj-Bolouri, Amir, Katende, Jesse, Rossi, Matti
• Format: Article
• Language: English
• Subjects: Case studies; Fire prevention; Gamification; Lifelong Learning; Literature reviews; Mixed methods research; Safety training; Systematic review; Virtual reality
• ISSN: 1366-5626; 1366-5626; 1758-7859
• DOI: 10.1108/JWL-01-2024-0008

Purpose The reemergence of immersive virtual technology (IVR) provides both opportunities and challenges for workplace learning (WPL). The purpose of this study is to explore and develop knowledge about how gamification influences the WPL experience by addressing two research questions: RQ1. What characterizes a gamified immersive safety training experience with IVR technology? and RQ2. How does gamified immersive safety training with IVR technology impact the WPL experience? Design/methodology/approach The study adopted a mixed methods approach by combining a systematic literature review with a case study on an empirical project about immersive fire safety training for train operators that are used at the Swedish train operating company SJ. The case study included data from semistructured interviews, Web survey and observation studies. The data was analyzed in two stages combining inductive and deductive data analysis for identifying themes and categories. Findings The findings of the study are twofold: (1) themes that conceptualize the gamified immersive safety training experience based on outputs from both the literature review and the first round of data analysis; and (2) a framework with three overarching categories that are mapped with the identified themes, and which were deduced throughout the second round of data analysis. Originality/value The originality of the findings stresses the implications of how a body of knowledge that synthesizes gamification concepts with immersive safety training, can inform the design of WPL experiences that are facilitated with IVR technology. As such, the implications of the findings are targeted toward both the advancement of the IVR discourse in the WPL field, but also toward practical considerations for design of immersive learning experiences that enrich WPL practices and culture.