Many institutions are looking to pivot their educational content and training methods to virtual reality (VR). A review of VR training research has demonstrated the ability to improve psychomotor skills, spatial tasks, and knowledge acquisition (Abich et al., 2021). However, training programs transitioned to VR can result in little to no learning gains compared to traditional methods—or in some cases worse outcomes as a result of VR technology design that does not align with or satisfy the task requirements (Howard et al., 2021). Furthermore, although research has demonstrated benefits in novice training environments, less has been done to determine if these methods can lead to mastery of the learning objectives (Fletcher et al., 2017). A focus on learning objectives and the learning strategies within VR will be key to ensuring the highest potential learning gains (Abich et al., 2021). The purpose of this paper is to describe a repeatable process that effectively links LOs to the most appropriate learning technology or environment (which may not be VR), aligns training needs with technological capabilities, and assists with decision making under budget constraints. An example use case of a process to transition traditional content into VR will be discussed. Establishing a standard, repeatable process is critical in ensuring that modern training resources are effectively leveraged to still achieve necessary training outcomes. The paper will provide guidance for considerations in implementing VR training and best practices for identifying when to use VR for training and education.

Keywords
AUGMENTED AND VIRTUAL REALITY (AR/VR),FIDELITY,TRAINING

Additional Keywords
layered fidelity, instructional design, training content development