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Symposium 2
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| Presentations | ||
Immersive, Adaptive, and Reflective Technologies in Vocational and Professional Education and Training: Innovations, Applications and Challenges Digital technologies are reshaping vocational and professional education and training (VPET), extending beyond procedural skill development to foster transversal competencies such as reflective and socio-emotional competencies. Digital technologies are applied in both initial training and continuing professional development, blurring the boundaries between formal and workplace learning while also enabling more ecological competency assessment. This symposium synthesizes insights from three studies exploring different facets of integrating digital technologies in VPET learning and assessment. The first study examines the integration of a 360° video based-immersive environment into oral examinations, demonstrating its potential to enhance response accuracy, boost learners' confidence, and reduce cognitive load. The findings highlight how immersive environments can contribute to more authentic competency evaluations. The second study examines Artificial intelligence (AI)-driven, socially complex interactions in extended reality, where conversational agents and multimodal systems enable real-time adaptation. These technologies support dynamic, personalized training, especially in fields requiring high levels of social interaction. However, this shift also raises concerns about the ethichal integration of AI in training. The third study focuses on workplace learning in the high-risk mining industry, where high workforce turnover and expanding responsibilities challenge supervisors. A mixed-methods study highlights the need for structured training and self-reflection tools. A new digital solution for supervisor training and self-assessment illustrates how technology may advance workplace learning and self-reflection. This symposium integrates empirical and conceptual contributions to explore how immersive and adaptive technologies: 1. Function as both training tools and catalysts for professional reflection and competency assessment. 2. Bridge the gap between novice and expert practitioners, as well as between formal education and workplace learning. 3. Support the development of both procedural and socio-emotional competencies. By examining these dimensions, the symposium offers valuable insights into the transformative potential of digital technologies in VPET, while also addressing their professional and ethical implications. Presentations of the Symposium Improving Oral Examination Performance with a 360° immersive environment Immersive technologies have been widely explored in education, particularly for assessing professional competences such as communication and procedural skills. Immersive environments offer realistic, high-fidelity settings that enable learners to train and demonstrate their skills in professional scenarios. However, their integration into oral examination, like the Federal Oral Examinations (Fachgespräch) in Vocational and Professional Education and Training system (VPET) remains unexplored. This study examines the use of a 360° video based-immersive environment (360°VR) in oral examination through a controlled experiment comparing traditional picture-based assessments with VR-supported assessments. A total of 81 participants (42 experimental, 39 control) completed a pre-test to ensure equivalent prior knowledge. Both groups then underwent comparable oral examinations, with the experimental group using 360°VR. Oral responses were recorded and evaluated for accuracy and explanation quality. Post-exam questionnaires assessed sense of presence, self-confidence, and extraneous cognitive load. Results showed that the experimental group outperformed the control group in the accuracy of the provided answers, with a moderate effect size (d=0.35). Additionally, the experimental group reported lower level of extraneous cognitive load, higher presence, and greater self-confidence. These findings suggest that immersive environments can enhance oral examination performance. Further analyses will be presented at the conference. The Evolution of Interaction Concepts in XR in the Era of AI - From procedural interactions to socially demanding conversations This conceptual contribution explores how artificial intelligence (AI) has reshaped interactions in Extended Reality (XR), driving a shift from simple procedural systems to complex, socially adaptive experiences. It also examines the ethical challenges emerging from this evolution. Early XR interactions were primarily procedural, relying on rigid input mechanisms and predefined outputs. An example from the Swiss Vocational Education and Training (VET) context is VoltVR https://www.bandara.ch/volt-vr-virtual-reality-ausbildung-elektriker an XR environment designed for training electricians in procedural skills, which has proven effective in enhancing learning outcomes. These early paradigms prioritized efficiency but lacked personalized communication and contextual interactivity. The advent of AI-driven systems, such as large language models and multimodal technologies, has enabled real-time adaptability, enriching human-XR interactions. As XR extends into socio-emotional domains, concerns about bias and data privacy become more pressing. Biofeedback-based interactions raise additional dilemmas surrounding the use of sensitive biometric data. In this regard, the EU-AI Act imposes restrictions on certain AI practices in professional and educational contexts, particularly concerning biometric data usage. Addressing these ethical concerns is necessary to ensure the responsible integration of AI into XR within VET. This contribution presents the epistemological evolution of AI-enhanced XR interactions, drawing on insights from applied research projects. Workplace Learning for Safe Production: The development and validation of a digital tool to support the learning and training of Supervisors in the mining industry Supervisors play a central role in supporting workplace learning and safe production in the high-risk Australian mining industry. However, high workforce turnover and increasing numbers of inexperienced and transient workers have made their role increasingly complex. As frontline workers come and go, supervisors manage the alternation between training and the workplace. Supervisors, who generally progress from operational roles, report feeling underprepared for the complexities of their role despite some fundamental training. Reviews of workplace fatalities suggest that current training for frontline workers and supervisors is inadequate. Recommendations call for improvements to training quality but provide no guidance on implementation. As part of an ongoing partnership between an Australian university and the mining industry, this paper focuses on the capabilities and training of supervisors. Specifically, it examines the role of digital tools in fostering supervisor self-reflection, supporting recruitment processes, and identifying training gaps. Using a mixed methods approach, the research investigates the attributes and competencies required for effective supervision in the mining sector and evaluates the potential of a newly developed digital tool to support supervisor learning and training needs. The findings contribute to a broader understanding of how technology can support supervisor development to enhance safe production in the industry. | ||