# XR – state of play, market needs, training trends

Electra Tsaknaki, Patrick Bourdot, Marco Sacco, Monica Gonzalez

► To cite this version:

Electra Tsaknaki, Patrick Bourdot, Marco Sacco, Monica Gonzalez. XR – state of play, market needs, training trends. D1.1, ERASMUS-EDU-2023-PI-ALL-INNO. 2024. hal-04791097

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<figure><img src="image_1.png" /></figure>
Alliance4XR

Innovation alliance to infuse Extended Reality skills into Higher education and Vocational Training

<figure><img src="image_2.png" /></figure>

D1.1

XR - state of play, market needs, training trends

<figure><img src="image_3.png" /></figure>

Co-funded by
the European Union
<table><tr><td>Project Grant Agreement/id</td><td>101140252</td></tr><tr><td>Project acronym</td><td>Alliance4XR</td></tr><tr><td>Project full title</td><td>Innovation alliance to infuse Extended Reality skills into Higher education and Vocational Training</td></tr><tr><td>Dissemination level</td><td>Public</td></tr><tr><td>Date of delivery</td><td>29.07.2024</td></tr><tr><td>Deliverable name</td><td>XR – state of play, market needs, training trends</td></tr><tr><td>Type</td><td>Report</td></tr><tr><td>Status</td><td>Final</td></tr><tr><td>WP contributing to the deliverable</td><td>WP1</td></tr><tr><td>Author(s)</td><td>E.Tsaknaki/EUROXR/ilektratsaknaki@gmail.com<br>P.Bourdot/EUROXR/patrick.bourdot@universite-paris-saclay.fr<br>M.Sacco/EUROXR/Marco.Sacco@stiima.cnr.it<br>M.Gonzalez/EUROXR/gonzalezgalvezmonica@gmail.com</td></tr><tr><td>Deliverable leader</td><td>EUROXR</td></tr><tr><td>Contributors</td><td>CEPROF<br>GEO<br>AUTH<br>UCD<br>TEE/TKM<br>Novogit<br>SchooVR<br>Virtual Solutions<br>UMINHO<br>Sensorama<br>CMMI<br>CEEI Valencia</td></tr><tr><td>Keywords</td><td>eXtended Reality, State of the Art, Green Skills, Digital Skills, Gaps, Needs, Analysis, In-depth interviews, Questionnaire, XR Adoption</td></tr><tr><td>Abstract (for dissemination)</td><td>D1.1 focuses on the results of the desk study, the distributed questionnaire exploring the XR state and needs, as well as the interviews with industry and academia stakeholders. This report's focal point is to identify the state-of-play, market needs and training trends in the XR sector, focusing on the enhancement of green skills. The outcome of D1.1 will provide input to the following deliverables D1.2 and D1.3.</td></tr></table>
## Change history

<table><thead><tr><td>Version number</td><td>Date</td><td>Implemented by</td><td>Changes made</td></tr></thead><tbody><tr><td>V0.1</td><td>18/6/24</td><td>E. Tsaknaki</td><td>First Release</td></tr><tr><td>V0.2</td><td>26/6/24</td><td>E. Tsaknaki</td><td>Second Release</td></tr><tr><td>V0.3</td><td>15/7/24</td><td>E. Tsaknaki</td><td>Third Release</td></tr><tr><td>V1.0</td><td>22/7/24</td><td>E. Tsaknaki</td><td>Final Release</td></tr></tbody></table>

## Approval procedure

<table><thead><tr><td>Version #</td><td>Reviewed by</td><td>Approved by</td><td>Institution</td><td>Date</td></tr></thead><tbody><tr><td>V0.3</td><td>D. N. Son, V.Petrou</td><td></td><td>UMINHO, GEO</td><td>20/7/24</td></tr><tr><td>V1.0</td><td></td><td>D.Martins, L.Sanchez</td><td>CEPROF, CEEI VALENCIA</td><td>28/7/24</td></tr><tr><td>V1.0</td><td></td><td>E.Tsaknaki</td><td>EUROXR</td><td>29/7/24</td></tr></tbody></table>

## Abbreviations

<table><thead><tr><td>Term</td><td>Explanation</td></tr></thead><tbody><tr><td>XR</td><td>eXtended Reality</td></tr><tr><td>VR</td><td>Virtual Reality</td></tr><tr><td>AR</td><td>Augmented Reality</td></tr><tr><td>MR</td><td>Mixed Reality</td></tr><tr><td>HEI</td><td>Higher Education Institution</td></tr><tr><td>VET</td><td>Vocational Education and Training</td></tr><tr><td>LMS</td><td>Learning Management Systems</td></tr><tr><td>WW</td><td>Wastewater</td></tr><tr><td>WWTP</td><td>Wastewater Treatment plant</td></tr><tr><td>UC</td><td>Use Case</td></tr><tr><td>TBD</td><td>To Be Determined</td></tr><tr><td>TBC</td><td>To Be Confirmed</td></tr><tr><td>3D</td><td>Three Dimensional</td></tr><tr><td>SATLE</td><td>Strategic Alignment of Teaching and Learning Enhancement Fund</td></tr><tr><td>GIS</td><td>Geographic Information System</td></tr><tr><td>BIM</td><td>Building Information Modeling</td></tr><tr><td>LM</td><td>Learning Material</td></tr></tbody></table>

## Disclaimer

"Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or Neither the European Union nor the granting authority can be held responsible for them."

Alliance4XR © 2024 by Alliance4XR Partnership is licensed under CC BY-SA 4.0
<table><tr><td>4.2.1 Statistics of the questionnaire</td><td>75</td></tr><tr><td>4.2.2 Analysis of the findings the insights</td><td>100</td></tr><tr><td>5 DISCUSSION</td><td>107</td></tr><tr><td>5.1 Interpretation of results and their implications</td><td>107</td></tr><tr><td>5.2 Broader contributions of XR in education and training</td><td>108</td></tr><tr><td>6 CONCLUSION</td><td>110</td></tr><tr><td>6.1 Summary of major conclusions</td><td>110</td></tr><tr><td>6.2 Future directions and recommendations</td><td>111</td></tr><tr><td>7 ANNEX</td><td>112</td></tr><tr><td>7.1 APPENDIX 1 Introductory text and privacy policy of the questionnaire</td><td>112</td></tr><tr><td>7.2 APPENDIX 2 Guidelines for the in-depth interviews</td><td>128</td></tr><tr><td>7.3 APPENDIX 3 Detailed description of use cases</td><td>133</td></tr><tr><td>7.4 APPENDIX 4 Detailed description of learning material</td><td>208</td></tr><tr><td>8 TABLES</td><td>234</td></tr><tr><td>9 FIGURES</td><td>235</td></tr><tr><td>REFERENCES</td><td>238</td></tr></table>
EXECUTIVE SUMMARY

D1.1 offers a comprehensive analysis of the Extended Reality (XR) sector, aiming to assess the current state, identify market needs, and explore training trends, particularly focusing on the enhancement of green skills. This analysis is grounded in a comprehensive desk study, responses from a distributed questionnaire, and in-depth interviews with industry and academic stakeholders. The report identifies key trends, challenges, and opportunities in the XR landscape, emphasizing the importance of incorporating environmentally sustainable practices and green skills into training and professional development. The findings from D1.1 are crucial for shaping the strategic direction of subsequent deliverables, D1.2 and D1.3, which will provide frameworks and recommendations to further integrate these essential skills into the sector, thereby aligning XR industry growth with broader sustainability goals.
# 1 INTRODUCTION

In the realm of *Alliance4XR*, the emergence of XR technologies signifies a great advancement in facilitating profound and immersive human-digital interactions. This progress is chiefly attributed to recent strides in high-speed communication and computation, enabling unprecedented possibilities in the domains of education and training. Notably, the industry's transition towards open-source solutions, exemplified by platforms such as [Unreal](https://www unreal.com/) and [Unity](https://unity3d.com/) for XR creators, has ushered in a new era. This shift towards open-source game engines has substantially democratized the process of content creation, making the development of XR content more attainable and inclusive than ever before. As we embark on the incorporation of XR into education and training methodologies, the profound implications of these technological advancements and open-source solutions are duly acknowledged, shaping a future characterized by collaborative and accessible immersive learning experiences.

## 1.1 Project general objectives

The main target of the project is to design, develop and validate an innovative teaching and training approach, using XR technologies. A careful design requires a reflection on the status of the HEI, VET and key engineering sectors (structural engineering and construction, grids and energy, and maritime professions).

The investigation of the multiple uses of VR, AR and MR technologies in the field of education and training are key goals of the project. This investigation is closely related to the range of technical proficiency that you can allow for outputs, the skills of the end-users, and the financial resources available. This project will explore these aspects thereby investigating the feasibility and efficacy of XR technologies as pedagogical tools to cater to the varied needs of stakeholders in education and industry in engineering arenas.

The project implementation stage aims to be a revolutionary step and it calls for the creation of a strong Remote & Hybrid collaboration landscape. As the educational and work environments are changing, this is the foundational framework to facilitate communication and coordination between stakeholders. This strategic emphasis on remote and hybrid models reflects the contemporary
and global nature of connectivity, the urgent need for flexible learning solutions,
and the necessarily deep penetration of formal education into civil society.

Ultimately, *Alliance4XR* is one example of how to foster the symbiosis of classicist educational and training methods and the frontier of new XR technologies. The idea is to work with engineering sectors and universities which will provide a scalable and flexible model for an enhanced learning experience resulting in sharing with the broader discussion on the integration of XR in education as well. The project ultimately aims to riff on this future by hacking its way into existence through research, iteration, and collaboration, where XR is woven into the fabric of pedagogy as a whole, enabling us to transcend disciplinary boundaries, enriching educational practices across disciplines of study.

**1.2 Task objectives**

WP1 of the project deals with a gap analysis, where the need of the market is
compared with the education offers being provided by the educational institutes.
The scope of this report is the first part of this gap analysis, more precisely to
describe the market needs and emerging professions, focusing on XR that at the
same time enhance the green skills.

The survey for this deliverable is mostly limited to the consortium member's countries, mostly in Europe and the UK. But, outside Europe, there are several initiatives regarding XR-based learning.

The implications of XR have massive potential, and the United States has been one
of the leaders when it comes to bringing these technologies into higher education.
Universities are utilizing immersive technologies to support pedagogy in many
areas. The University of Michigan developed a few XR applications, like "*Under the
Skin*" and an "*XR Nuclear Reactor Laboratory*", to provide interactive experiences
for students<fnref n="1" />. Harvard University and the University of Iowa are also exploring
'metaversity' projects to test digital twin campus experiences.

Canadian universities are also adopting XR technologies to improve educational
outcomes. Institutions such as the University of British Columbia and the University
of Waterloo have programs that are actively working to streamline augmented

<footnote n="1">¹https://www.educause.edu/research/community/2024/navigating-the-xr-educational-landscape-privacy-safety-and-ethical-guidelines/xr-adoption-in-higher-education</footnote>
reality into their training<fnref n="2" />. For example, a study<fnref n="3" /> examined the potential of AR in Canadian higher education, highlighting its ability to enhance student engagement and learning.

Countries like China, Japan, and Korea are heavily investing in the development of learning solutions based on XR. China is deploying XR in its education system, driven by government programs to enhance learning results and train students for the digital economy. A study<fnref n="4" /> showed that the effectiveness of using VR in Chinese higher education could increase spatial ability and problem-solving skills.

While not yet mainstream, XR is making its way into African higher education, with some ambitious initiatives on the horizon. Organizations such as the African Virtual Reality Association are working to promote the adoption of XR technologies in African universities, addressing challenges such as infrastructure and accessibility. A study<fnref n="5" /> explored the potential of XR combined with AI within health professions education in southern Africa.

The focus of the project is on green skills within engineering, primarily within the marine, energy and construction sectors. The aim is to advance the integration of XR technologies into education and industry. The research involves collecting a comprehensive list of successful XR applications and use cases and is intended to guide future developments. By conducting semi-structured interviews with stakeholders in education and engineering, we hope to glean some insight into the impact, challenges, and opportunities of XR. On the one hand, the intention is to identify key factors for successful remote and hybrid learning in future. In addition, attention must be paid to the technical proficiency requirements of all learners. Finally, we must overcome adoption barriers in order that XR's place in education and training be more firmly established.

## 1.3 Achievement indicators

The pre-specified achievement indicators for this task are the following:

<footnote n="2">² https://dearcanada.net/extended-reality-xr-adoption-in-higher-education/</footnote>

<footnote n="3">³ https://www.cigionline.org/publications/facing-reality-canada-needs-to-think-about-extended-reality-and-ai/</footnote>

<footnote n="4">⁴ https://heritagesciencejournal.springeropen.com/articles/10.1186/s40494-024-01217-1</footnote>

<footnote n="5">⁵ doi:10.7196/AJHPE.2024.v16i2.1101</footnote>
* Number of in-depth interviews: Target value is 10.

* Number of identified case studies, good practices and existing teaching and training material on XR: Target value is 5.

## 1.4 Structure of the document

The document is divided into six main sections. The first section describes the methodology followed for T1.1, extending from the desk study to the in-depth interviews and the survey. The next section aims at presenting the results from the desk study, extracting insights based on the use-cases and learning material from various sectors. In the next section, the results from the analysis of the in-depth interviews and the questionnaire are presented. Finally, the document concludes with the discussion and conclusion parts of the deliverable. In the annex section, the questionnaire, the guidelines for the in-depth interviews, as well as the description of the use cases and the learning material are presented.

## 2 METHODOLOGY

The objectives of this report is to describe the market needs and emerging professions, related to XR technologies which at the same time enhance green skills. To reach this objective, three different studies have been performed, namely

* A desk study aiming to identify current and potential future usages of XR technologies within the prioritised industry sectors (marine, energy and construction).

* In-depth interviews with key stakeholders, to describe the market needs in a more qualitative way.

* A questionnaire aiming to identify additional market needs not covered by the desk study and the interviews.

### 2.1 Current and potential future XR usage

The process of specifying successful XR use cases is a crucial step in understanding the current landscape of virtual, augmented, and mixed reality applications across various sectors. Desk research, a method of collecting and analyzing existing data from various sources, provides a structured approach to identifying and evaluating exemplary use cases. This section outlines the methodology for conducting desk research to compile a comprehensive list of successful XR applications.
The first step of this analysis was to define the general scope of the research. The sectors covered in this deliverable, that were defined by the *Alliance4XR* project, are the following:

* **Higher Education Institutions;**

* **Vocational Education and Training Institutions;**

* **Structural Engineering and Construction;**

* **Maritime Professions;**

* **Grids and Energy;**

* **Remote Collaboration;**

For analysis purposes, an additional category has been added, namely AR/VR/MR, that covers any additional use case that does not fit into any of the previous.

The next step was the data collection process. This process involves collecting information from various reliable sources, which include, but are not limited to:

* **Academic Journals and Conference Proceedings;**

* **Industry Reports;**

* **Company Websites;**

* **Technology Review Platforms;**

* **News Articles and Press Releases;**

To systematically compile the use cases, their information was gathered by the same template. The last step was to verify the credibility and pertinence of the obtained use cases, by cross-checking information among various resources and getting a dvice from experts whenever possible. This phase also entails an early-stage analysis to assess overall themes and common features in the use cases. The same procedure also applied to the collection of the learning material for the sectors.

## 2.2 In-depth interviews with industry and academia stakeholders

In order to gain insights from industry and academic experts regarding the state of the art and needs of XR technologies, in-depth interviews were conducted. At first, finding the candidates for the interviews was a crucial step of the process. This was achieved by addressing the consortium's extended network and colleagues. Based on the background of the candidates, the focal point was to have a fair
representation between industry and academia. Thus, we conducted **11 in-depth interviews** with the following respondents:

* Two Lecturers/Academics in Engineering;

* One Associate Professor in Electrical and Computer Engineering;

* One CEO of company related to XR;

* Two industry representatives in the field of Mechatronics;

* One Head of Department of Information Technology/University;

* One Chief Marketing Officer of a company related to XR;

* One Co-Founder of a spin-off company related to XR;

* One Innovation Manager;

* One representative of a company working with Aerospace applications;

At the next step, the questions needed to guide the conversation were defined. During the interviews, follow-up questions were asked in order to gain insight into the unique way of thinking of the experts. The consortium members who conducted the interviews also received the guidelines for the in-depth interviews. The full version of the guidelines can be found in the annexes section.

## 2.3 Questionnaire: eXtended Reality state and needs for Education & Trainining

In order to reach out also to organisations not covered by the desk study, a questionnaire was distributed to the partner's networks in order to capture the current state of XR technologies in industry and academia, and the needs of the sector. The questionnaire was distributed through LimeSurvey<fnref n="6" />, to ensure that it was user-friendly and accessible. As a first step, we identified the target audience for the survey. Our target audience included stakeholders in the sectors we are targeting and academic experts. The next step was the design of the questionnaire and ethical approval. The full version of the questionnaire, along with the privacy

<footnote n="6">⁶ https://www.limesurvey.org/</footnote>
policy, can be found in the annexes section. As a next step, the questionnaire was distributed to various distribution channels, which include, but are not limited to:

* **Email:** Personalized emails to identified stakeholders with a link to the questionnaire.

* **Professional Networks:** Distribution through professional networks such as LinkedIn to reach a broader audience.

* **Industry Associations:** Collaboration with industry associations and professional bodies to distribute the questionnaire to their members.

* **Social Media:** Promotion of the questionnaire on the project's social media platforms to increase reach and participation.

# 3 RESULTS

The objective of this chapter is to describe the results of the two different studies being performed, namely the desk study on use cases and a description of the learning materials being identified.

## 3.1 Insights and lessons learned from use cases

In this section, the collected use cases are presented, followed by an analysis. In Table 1, a summary of the use cases is presented by sector. The analysis of the use cases was conducted based on the gathered material and enhanced based on the experience of the authors. The images used to visualize the information are derived from a paid subscription and are copyright free.

<table><caption>Table 1 ALLIANCE4XR Use Cases</caption><thead><tr><td>Use Case</td><td>Title</td><td>Sector</td><td>Location</td></tr></thead><tbody><tr><td>UC-01</td><td>Bachelor of Engineering (Hons) in Mechanical and Manufacturing Engineering</td><td>Higher Education Institution</td><td>Table 3</td></tr><tr><td>UC-02</td><td>COMP47930 Augmented and Virtual Reality</td><td>Higher Education Institution</td><td>Table 3</td></tr><tr><td>UC-03</td><td>COMP3025J Augmented and Virtual Reality</td><td>Higher Education Institution</td><td>Table 3</td></tr></tbody></table>
<table><tr><td>UC-04</td><td>Digital Construction (CVEN3006W)</td><td>Higher Education Institution</td><td>Table 3</td></tr><tr><td>UC-05</td><td>FLAME - Facilitated Learning with Animated Multi-media Engagement</td><td>Higher Education Institution</td><td>Table 3</td></tr><tr><td>UC-06</td><td>Micro-Credential - Introduction To XR: Applications And Technology (DPEEG-XRAT-1M01)</td><td>Higher Education Institution</td><td>Table 3</td></tr><tr><td>UC-07</td><td>Virtual Reality for Future Skills (IA20220) – Innovation Academy UCD</td><td>Higher Education Institution</td><td>Table 3</td></tr><tr><td>UC-08</td><td>Pulse XR - Virtual reality app for students training to be healthcare professionals.</td><td>Vocational Education and Training</td><td>Table 4</td></tr><tr><td>UC-09</td><td>Dual User Virtual Reality Welding Training Simulator</td><td>Vocational Education and Training</td><td>Table 4</td></tr><tr><td>UC-10</td><td>Training Wind Turbine Engineers using Virtual Reality Training Experiences</td><td>Vocational Education and Training</td><td>Table 4</td></tr><tr><td>UC-11</td><td>The Virtual Museum of STEM</td><td>Vocational Education and Training</td><td>Table 4</td></tr><tr><td>UC-12</td><td>Digital FabLab - Footwear virtual learning by doing - Transition from analogue practices to digital education</td><td>Vocational Education and Training</td><td>Table 4</td></tr><tr><td>UC-13</td><td>CSETIR - Construction Safety with Education and Training using Immersive Reality</td><td>Vocational Education and Training</td><td>Table 4</td></tr><tr><td>UC-14</td><td>DRINVET - Digital reality - the basis of skills training</td><td>Vocational Education and Training</td><td>Table 4</td></tr><tr><td>UC-15</td><td>GOA Bridge Management System - Bridge Intelligence (GOA.BI)</td><td>Structural Engineering and Construction</td><td>Table 5</td></tr><tr><td>UC-16</td><td>Augmented Reality to Increase Efficiency of MEP Construction: A Case Study</td><td>Structural Engineering and Construction</td><td>Table 5</td></tr><tr><td>UC-17</td><td>Hospital Nova - VR to involve staff in building design</td><td>Structural Engineering and Construction</td><td>Table 5</td></tr><tr><td>UC-18</td><td>Virtual reality application simulator of Wind Energy Turbine Direct Drive Generator</td><td>Structural Engineering and Construction</td><td>Table 5</td></tr></table>
<table><tr><td>UC-19</td><td>VR models drive safe design in rail project signal sighting</td><td>Structural Engineering and Construction</td><td>Table 5</td></tr><tr><td>UC-20</td><td>Wärtsilä Voyage Solutions - Bridge Operations</td><td>Maritime Professions</td><td>Table 6</td></tr><tr><td>UC-21</td><td>BMT's REMBRANDT - Ship Handling Simulator</td><td>Maritime Professions</td><td>Table 6</td></tr><tr><td>UC-22</td><td>VSTEP - NAUTIS Maritime Simulators</td><td>Maritime Professions</td><td>Table 6</td></tr><tr><td>UC-23</td><td>Morild Ship & Bridge Simulator</td><td>Maritime Professions</td><td>Table 6</td></tr><tr><td>UC-24</td><td>K-Sim Maritime Simulation</td><td>Maritime Professions</td><td>Table 6</td></tr><tr><td>UC-25</td><td>Maritime Safety Education with VR Technology (MarSEVR)</td><td>Maritime Professions</td><td>Table 6</td></tr><tr><td>UC-26</td><td>Immersive Safe Oceans Technology: Developing Virtual Onboard Training Episodes for Maritime Safety</td><td>Maritime Professions</td><td>Table 6</td></tr><tr><td>UC-27</td><td>Application of VR tools in conceptual ship design</td><td>Maritime Professions</td><td>Table 6</td></tr><tr><td>UC-28</td><td>Virtual Reality Based Application for Safety Training at Shipyards</td><td>Maritime Professions</td><td>Table 6</td></tr><tr><td>UC-29</td><td>Application of VR Technology for Maritime Firefighting and Evacuation Training - A Review</td><td>Maritime Professions</td><td>Table 6</td></tr><tr><td>UC-30</td><td>VR-based Training on Handling LNG Related Emergency in the Maritime Industry</td><td>Maritime Professions</td><td>Table 6</td></tr><tr><td>UC-31</td><td>VR based training of Operators of Heavy Duty Cranes</td><td>Grids and Energy</td><td>Table 7</td></tr><tr><td>UC-32</td><td>GlobalSim - Cloud-based Crane Training Simulator</td><td>Grids and Energy</td><td>Table 7</td></tr><tr><td>UC-33</td><td>Nuclear Pump Room</td><td>Grids and Energy</td><td>Table 7</td></tr><tr><td>UC-34</td><td>MR remote training and assistance in Sub Stations operations</td><td>Grids and Energy</td><td>Table 7</td></tr><tr><td>UC-35</td><td>Equipment / Product Training Practical Assessment</td><td>Grids and Energy</td><td>Table 7</td></tr><tr><td>UC-36</td><td>To revolutionize workforce training in operations of Nuclear Facilities through Virtual Reality Immersive Rooms (VIROO)</td><td>Grids and Energy</td><td>Table 7</td></tr><tr><td>UC-37</td><td>Blue Deal Virtual Reality Educational Experience</td><td>Grids and Energy</td><td>Table 7</td></tr></table>
<table><thead><tr><th></th><th></th><th></th><th></th></tr></thead><tbody><tr><td>UC-38</td><td>VR Solar Farm Visualization Tool</td><td>Grids and Energy</td><td>Table 7</td></tr><tr><td>UC-39</td><td>ClassVR - Virtual Reality Technology for the Classroom</td><td>Remote Collaboration</td><td>Table 8</td></tr><tr><td>UC-40</td><td>EON Reality - Augmented and virtual reality technologies for education, training, and industry</td><td>Remote Collaboration</td><td>Table 8</td></tr><tr><td>UC-41</td><td>Labster - Virtual lab simulations for science education</td><td>Remote Collaboration</td><td>Table 8</td></tr><tr><td>UC-42</td><td>ZSpace - Immersive AR/ VR Learning Solutions</td><td>Remote Collaboration</td><td>Table 8</td></tr><tr><td>UC-43</td><td>MeetinVR - Virtual collaboration platform</td><td>Remote Collaboration</td><td>Table 8</td></tr><tr><td>UC-44</td><td>VIVERSE - Virtual collaboration platform</td><td>Remote Collaboration</td><td>Table 8</td></tr><tr><td>UC-45</td><td>Caldic VR experience</td><td>AR/VR/MR</td><td>Table 9</td></tr><tr><td>UC-46</td><td>DTEK VR training</td><td>AR/VR/MR</td><td>Table 9</td></tr><tr><td>UC-47</td><td>Industry 4.0 XR HUB</td><td>AR/VR/MR</td><td>Table 9</td></tr><tr><td>UC-48</td><td>MHP soft skills training</td><td>AR/VR/MR</td><td>Table 9</td></tr><tr><td>UC-49</td><td>Servier virtual training solution</td><td>AR/VR/MR</td><td>Table 9</td></tr><tr><td>UC-50</td><td>VictoryXR - Augmented and virtual reality technologies for education, training, and industry</td><td>AR/VR/MR</td><td>Table 9</td></tr><tr><td>UC-51</td><td>Equipment Maintenance</td><td>AR/VR/MR</td><td>Table 9</td></tr><tr><td>UC-52</td><td>Sewer inspection and cleaning (from BP Sewer inspection and cleaning)</td><td>AR/VR/MR</td><td>Table 9</td></tr><tr><td>UC-53</td><td>Public Services - Indication of a House Connection location (from BP Public Services - Management of permissions for sewers connections)</td><td>AR/VR/MR</td><td>Table 9</td></tr><tr><td>UC-54</td><td>Applied Research (from BP Academic sector - Applied research using AR technology)</td><td>AR/VR/MR</td><td>Table 9</td></tr><tr><td>UC-55</td><td>Procurement</td><td>AR/VR/MR</td><td>Table 9</td></tr><tr><td>UC-56</td><td>WWTP management</td><td>AR/VR/MR</td><td>Table 9</td></tr><tr><td>UC-57</td><td>Public Services - Wastewater (WW) Leakage Detection (from BP Public Services - Management of permissions for sewers connections)</td><td>AR/VR/MR</td><td>Table 9</td></tr></tbody></table>

### 3.1.1 Higher Education Institutions

#### Insights and Analysis
<figure><img src="image_4.png" /></figure>

HEI programs are incorporating XR to work with traditional learning methods and support immersive and interactive educational experiences across fields like engineering, digital construction, and creative media.

<figure><img src="image_5.png" /></figure>

Programs like the Munster Technological University's Bachelor of Engineering and the Micro-Credential in XR focus on hands-on learning with XR tools, providing students with practical skills directly applicable in industry contexts.

<figure><img src="image_6.png" /></figure>

Immersive learning environments created through XR technologies allow students to engage in realistic virtual scenarios. The Innovation Academy at UCD developed a VR module cultivating future skills that places learners within controlled simulations. This approach enables the development of transversal abilities in novel ways.

<figure><img src="image_7.png" /></figure>

BDIC offers modules focused on Augmented and Virtual Reality covering cutting-edge advancements within the field of XR. Their courses prepare students to stay at the forefront of evolving XR technologies and expanding applications. By learning the latest developments, students gain expertise in developing immersive solutions for the future of learning and beyond.

<figure><img src="image_8.png" /></figure>

The SATLE-funded FLAME project highlights the utilization of extended reality technologies to develop accessible, interactive 3D learning materials, addressing deficiencies in the availability and affordability of educational resources that have traditionally hindered certain student populations.

<figure><img src="image_9.png" /></figure>

XR applications provide avenues for students in the Micro-Credential programs to create an original virtual or augmented reality learning environment as a part of their digital portfolio to showcase their technical expertise and creativity as teachers.
<figure><img src="image_10.png" /></figure>

XR technologies also encourage interdisciplinarity: one of the first modules was the Digital Construction of CDIC, with building information modelling tools designing a project management and digital model that improves the collaboration between architects and the planning and construction of a design.

<figure><img src="image_11.png" /></figure>

An increasing number of degree programs are designed to focus on giving students practical skills and real-world experience to tackle the challenges of the next century by thoughtfully incorporating scenarios involving XR technologies into internship and professional placement with industry, making sure that graduates are ready to apply their skills when they enter an industry.

<figure><img src="image_12.png" /></figure>

XR technologies are leveraged to supplement and enhance conventional pedagogical approaches, providing novel avenues for engaging students and cultivating more impactful learning through interactive and experiential education models reliant upon simulation and virtual experimentation.

<figure><img src="image_13.png" /></figure>

Projects like FLAME use education as a vehicle to address gaps in both the curricula and format of existing educational resources, enabling even populations in the most remote areas to design their interactive learning tools, bypassing the traditional financial and technical barriers to access that have excluded so many from using such tools in the past.

## Gaps

<figure><img src="image_14.png" /></figure>

<figure><img src="image_15.png" /></figure>

<figure><img src="image_16.png" /></figure>
The integration of XR technologies into the existing curriculum while aligning with traditional teaching methods and standards could pose a challenge.

<figure><img src="image_17.png" /></figure>

The initial costs for hardware, as well as for software and content development are high, which some of the institutions will find hard to fund.

Bringing XR tools to thousands of programs and institutions requires a big investment in hardware, software, and faculty training, which can be very resource-intensive.

<figure><img src="image_18.png" /></figure>

Ensuring XR systems are functioning effectively and continuously requires ongoing technical support and system maintenance throughout its lifespan.

A critical gap is that faculty and students possess limited knowledge and experience with XR technologies to be able to use them in the process of teaching and learning.

<figure><img src="image_19.png" /></figure>

Standardized assessment methods to measure the effectiveness of XR-enhanced learning experiences and their impact on educational outcomes ought to be developed.

## Requested industry developments

<figure><img src="image_20.png" /></figure>

Develop strategies for the seamless addition of XR tech to traditional curricula in a manner that is in alignment with academic standards and then builds on traditional teaching methods

<figure><img src="image_21.png" /></figure>

Develop a scalable plan for deploying XR tools into multiple programs that lean on efficient resource usage and cost-effective measures.

<figure><img src="image_22.png" /></figure>

Provide faculty and students with training programs in XR technologies and learning use cases.
<figure><img src="image_23.png" /></figure>

Identify low-cost solutions and cost-sharing and funding opportunities to leverage initial investment and long-term maintenance of XR technologies.

<figure><img src="image_24.png" /></figure>

Provide a robust technical support structure to help manage and maintain our suite of XR tools.

<figure><img src="image_25.png" /></figure>

Create evaluation frameworks for measuring the effect that XR-enhanced learning has on educational outcomes, establishing universal standards for evaluation.

## 3.1.2 Vocational Education and Training

### Insights and Analysis

<figure><img src="image_26.png" /></figure>

Pulse XR, VR Welding Simulator, ImTech Skills, CSETIR: Projects focusing on health care, welding, wind turbines, and construction, which is perfect for high-risk training environments with safety and practical skills implementations.

<figure><img src="image_27.png" /></figure>

Interestingly, numerous foreign consortiums are supporting some of the projects, underlining a tendency towards an increase in collaboration in VET to uplift the standard and quality of training in all regions.

<figure><img src="image_28.png" /></figure>

Projects like Digital FabLab and CSETIR showcase the potential for scalability and adaptability to different sectors, indicating a flexible approach to VET training.

<figure><img src="image_29.png" /></figure>

<figure><img src="image_30.png" /></figure>

<figure><img src="image_31.png" /></figure>
Digital competences are a repeated basic requirement, further emphasizing the necessity of digital literacy in current VET programs.

Most of the projects will provide a detailed evaluation and feedback components that will ensure the desired learning outcomes. Conversely, Pulse XR has an activity assessment PDF, and the VR Welding Simulator measures and scores critical weld parameters.

The projects aim to improve the employability of the people by providing them with practical, critical thinking, and decision-making skills. For instance, the Pulse XR teaches clinical skills to healthcare students, and Digital FabLab enhances practical skills in footwear manufacturing.

<figure><img src="image_32.png" /></figure>

The main priority is to create an engaging and interactive user experience. Pulse XR and the VR Welding Simulator are both projects that use realistic simulations to recreate real-life scenarios, increasing learner engagement and comprehension.

## Gaps

<figure><img src="image_33.png" /></figure>

There is a lack of standardized implementation models and certification processes for immersive technology-based training across different vocational disciplines.

<figure><img src="image_34.png" /></figure>

Connecting VR/AR technologies to traditional training methods can also be difficult to implement, leading to potential gaps in comprehensive skill development.

<figure><img src="image_35.png" /></figure>

Lack of affordability, as well as the often-high entry-point and advanced level of technological proficiency required, further restricts these training tools to only certain disciplines and universities, potentially excluding other institutions or student populations.
<figure><img src="image_36.png" /></figure>

Minimal research to date has explored how immersive technology training may help or hinder employability and/or career progression.

<figure><img src="image_37.png" /></figure>

Educators may lack preparation and support to educate with great exposure to innovation.

## Requested industry developments

<figure><img src="image_38.png" /></figure>

Standardized curricula and certification processes that establish uniform recognition and meaning of the skills acquired through VR and AR training programs across employers.

<figure><img src="image_39.png" /></figure>

Guiding principles for the beneficial incorporation of immersive technologies alongside traditional teaching methodologies for a continuous learning journey.

<figure><img src="image_40.png" /></figure>

Creating affordable solutions and improving ease of access to VR & AR to promote its use in a variety of educational environments.

<figure><img src="image_41.png" /></figure>

Conduct longitudinal studies to verify the effectiveness of VR and AR training and its

<figure><img src="image_42.png" /></figure>

Offering VR/AR resources and professional development programs
impact on students' employability and skill retention highlights the immense potential that remains in this field.

for teachers to use these tools in the classroom.

### 3.1.3 Structural Engineering and Construction

#### Insights and Analysis

<figure><img src="image_43.png" /></figure>

Reflecting a growing tendency for immersive solutions, most of the projects exploit VR or AR technology to improve training, maintenance, and design processes for structural engineering.

<figure><img src="image_44.png" /></figure>

With projects like MEP Construction and VR Maintenance Simulator, the emphasis is on efficiency and accuracy; time and money are no longer spent on long processes that traditional methods offer.

<figure><img src="image_45.png" /></figure>

Examples of this include projects that involve both real-time collaboration and feedback (e.g., GOA Bridge Management System and Hospital Nova) to bring stakeholders along for the journey to drive improved outcomes.

<figure><img src="image_46.png" /></figure>

These demonstrated the possibilities of scalability and extension to other sectors and functions, with some examples being rail signal projects, VR Maintenance Simulator, etc.

<figure><img src="image_47.png" /></figure>

VR Maintenance Simulator & Rail Signals - Highlights cost savings and improvements in training outcomes of the projects.

<figure><img src="image_48.png" /></figure>

As an example of technology integration, many projects are built on BIM, CAD, and GIS data showing that new technologies should be merged into established systems for better results.
<figure><img src="image_49.png" /></figure>

The projects are additionally supported with detailed assessment and feedback mechanisms to enable effective learning and smart decision-making, such as the predictive maintenance management module in the GOA Bridge Management System.

HOSPITAL NOVA

<figure><img src="image_50.png" /></figure>

Hospital Nova and VR Maintenance Simulator are examples of success cases, in terms of education, raising skills, and readiness of staff and trainees.

<figure><img src="image_51.png" /></figure>

It is important to make sure the end users are engaging in the projects and having a positive experience, such as with the Hospital Nova (employee involved in the design process via VR tours) and the Rail Signal (interactive signal sighting VR).

<figure><img src="image_52.png" /></figure>

The different phases of project implementation show that this is a field that is dynamic and changing. These technologies have diverse ownership, not restricted to research institutions, and are driving great interest and investment in them.

## Gaps

<figure><img src="image_53.png" /></figure>

Combining these new immersive technologies can be difficult to integrate into their existing BIM, CAD, and

<figure><img src="image_54.png" /></figure>

Immersive technologies have shown promise in pilots but scaling these solutions to full-scale,

<figure><img src="image_55.png" /></figure>

While VR and AR tools can be immensely helpful, engineers and construction workers may not be trained to
<table><tr><td>GIS systems, ultimately affecting this interconnected and interdependent environment leading to inefficiencies and data silos.</td><td>real-world applications can be challenging.</td><td>properly apply these tools in their everyday tasks.</td></tr></table>

<figure><img src="image_56.png" /></figure>

<figure><img src="image_57.png" /></figure>

<table><tr><td>The initial costs and ongoing investment in using immersive technologies for structural engineering can be a hurdle to it being widely adopted.</td><td>Though VR and AR can enhance safety training, companies will need a fully integrated risk-management strategy to confront the possible safety hazards of using these technologies on-site.</td></tr></table>

Requested industry developments

<table><tr><td>Improving interoperability standards and solutions to extend the usability of existing engineering tools in a compatible form with the use of VR and AR.</td><td>Scalable VR / AR project examples; Successful use case studies with VR/AR in big engineering projects.</td><td>Designing training for professionals who want to gain skills in immersive technologies.</td></tr></table>
<figure><img src="image_58.png" /></figure>

Creating comprehensive safety measures and management guidelines to introduce immersive technologies in engineering projects

<figure><img src="image_59.png" /></figure>

Ensuring the delivery of cost-effective solutions that can be repaid, with identifying possible funding streams to support the uptake and maintenance of VR / AR technologies.

### 3.1.4 Maritime Professions

#### Insights and Analysis

<figure><img src="image_60.png" /></figure>

The widespread applications of VR and AR technologies serve to underscore a major priority for maritime training. This improves the experience and skills of maritime personnel starting in the bridge with Wärtsilä Voyage Solutions augmenting awareness in bridge operations through to K-Sim Maritime Simulation systems providing combined ship handling and emergency procedure training. These technologies offer high-fidelity simulations - they let trainees practice and hone their skills in a risk-free setting and minimize the risk of mistakes in the field.

<figure><img src="image_61.png" /></figure>

Other such instances include the MarSEVR for maritime safety education, and VR-based safety training for shipyards, all of which point toward a cost-effective method of adopting VR solutions. In many instances, these applications can replace the need for physical resources such as fire extinguishers and can be utilized in a wide range of environments, from onboard vessels to land-based training facilities, thereby enabling more advanced training opportunities and minimizing the requirement for physical assets.
<figure><img src="image_62.png" /></figure>

Many applications (e.g., BMT's REMBRANDT or VSTEP's NAUTIS) underscore the importance of real-time feedback as well as an immersive sensorimotor experience. Trainees practice ship handling and emergency response in LNG-related emergencies, with immediate feedback and performance assessments. This hands-on strategy enables recruits to proceed through trial and error to develop their understanding of maritime dilemmas.

<figure><img src="image_63.png" /></figure>

The use cases provided include training for navigation and ship handling, as well as emergency procedures and design of ships. For example, integrating VR into a conceptual ship design process enables naval architects to assess critical design parameters in a virtual space leading to better design results. For emergencies related to LNG, VR-based trainings address how to safely deal with dangerous substances and follow safety protocols step-by-step.

<figure><img src="image_64.png" /></figure>

Certain use cases such as the Morild Ship & Bridge Simulator and the Immersive Safe Oceans Technology show how VR can be used in conjunction with existing training methods as well as a few different maritime scenarios. The goal of this integration is to augment traditional coaching techniques to make them more productive and animated.

## Gaps

<figure><img src="image_65.png" /></figure>

An area lacking in skills is the integration of VR and AR technologies with marine systems and protocols. For example, the integration of the Wärtsilä BridgeMate AR system with existing navigational data sources, true real-time synchronization is still an issue. Likewise, figuring out how to bring VR-based training to shipyard safety

<figure><img src="image_66.png" /></figure>

This solution's limitations stem from its numerous applications and diverse maritime environments that VR and AR can touch, making it difficult to scale - as illustrated by the white paper. For instance, global deployment of the K-Sim Maritime Simulation systems adds complexity to the infrastructure and
policies can be messy - it must be finely tuned to align with physical reality.

maintenance, to ensure the level of training quality is consistent throughout all training facilities. Furthermore, these technologies also require optimization for different environmental conditions (e.g., offshore or coastal).

<figure><img src="image_67.png" /></figure>

<figure><img src="image_68.png" /></figure>

While the tools for VR and AR can lay the foundations for specialized training programs, more work is needed to address the current training incompatibility that exists at sea. These will be your VR equipment, how to get around the different simulation interfaces, and how to interpret the simulation results. The effectiveness of these immersive tools can be limited without proper user training.

Rollout of VR and AR applications like the Morild Ship & Bridge Simulator or VR inception projects for shipyard safety training means investing in hardware, software, and development upfront. Wider adoption hinges on the ability to justify this outlay through detailed cost-benefit analyses and potential funding streams.

<figure><img src="image_69.png" /></figure>

<figure><img src="image_70.png" /></figure>

They are still a long way off from making sure the virtual simulations have real-world characteristics like maritime needs. In addition, the VR application for safety training at shipyards will have little effect unless the shipyard hazards are accurately simulated. To bridge the gap between virtual training and real maritime operations, even more realistic and high-fidelity simulations.

While many VR applications provide real-time feedback, a limitation is the current lack of standardized methods to evaluate trainee performance between different simulations. For example, if it is needed to measure the efficacy of training in VR automobiles that are designed for both LPG emergency handling or maritime firefighting, standard performance metrics and assessment standards are required.

Requested industry developments
<figure><img src="image_71.png" /></figure>

Creating seamless integrations into VR / AR systems to maritime systems with relevant maritime protocols. This will also involve making connections to navigational data feeds for the Wärtsilä BridgeMate AR system. Moreover, there is a need to integrate VR-based safety training applications with existing safety standards within shipyards.

<figure><img src="image_72.png" /></figure>

Design scalable deployment strategies of VR and AR technologies that allow adaptation to various maritime scenarios. This means customizing those technologies for different types of ships, training environments, and geographical locations so that the training outcomes will be as consistent and effective as possible.

<figure><img src="image_73.png" /></figure>

Introduce a holistic training program to ensure the workforce has the knowledge to use VR and AR tools correctly. Thus, these programs should instruct how to work with VR equipment, how to navigate simulation interfaces, and how to read and use the results of the training to get the most value out of immersive technologies.

<figure><img src="image_74.png" /></figure>

Creation of economic realization plans that justify the initial cost for the adoption of VR and AR technologies. This involves in-depth cost-benefit modeling that potentially shows new sources of funding and demonstrates the long-term savings and improvements in operations that these technologies have to offer.

<figure><img src="image_75.png" /></figure>

Further improvement of VR/AR simulations to increase their realism and fidelity. This involves the construction of robust physics-based models for maritime firefighting and evacuation training, as well as the accurate reproduction of shipyard hazards in VR safety training applications.

<figure><img src="image_76.png" /></figure>

Developing universally applicable performance metrics and evaluation standards to measure how well a trainee performs on a VR or AR simulation. Such proof-of-concept deployment will provide consistent, objective measurements of the effectiveness of these immersive tools in developing maritime skills.
### 3.1.5 Grids and Energy

#### Insights and Analysis

<figure><img src="image_77.png" /></figure>

In several use cases, such as VR-Based Training of Heavy Duty Crane Operators, Exelon's Nuclear Pump Room, and MR-Based Remote Assistance in Sub-Stations, organizations train in dangerous environments without risking personnel. In addition to safety, it also provides them with ample preparation for the real operating conditions

<figure><img src="image_78.png" /></figure>

Using VR and MR technologies creates a level of immersion that allows trainees to better understand the material as well as retain that knowledge longer than conventional methods. This has seen heavy-duty crane operator training duration reduce significantly and sub-station operations training become more efficient.

<figure><img src="image_79.png" /></figure>

Several use cases including the Blue Deal Virtual Reality Educational Experience and VR Solar Farm Visualization Tool illustrate how immersive technology can be integrated with existing systems such as aerial 3D mapping data. The integration results in effective planning and visualization, giving stakeholders a real-life view of energy projects.

<figure><img src="image_80.png" /></figure>

Applications in MR Based Remote Assistance in Sub-Stations Operations and Aggreko's Equipment/Product Training Practical Assessment are successful use-case scenarios where the system has been found to help learn real-time as the trainee is performing

<figure><img src="image_81.png" /></figure>

The variety of purpose-built applications, from educating crane operators to simulating nuclear plant operations to exploring a solar farm demonstrates the broad field, that immersive technologies are surely set to occupy. These technologies can be used for a range of
tasks, mistakes can be made but they do not have any real-world consequences. This accelerates the learning process as it corrects the mistakes as they happen.

applications in the Grids and Energy sector supporting varied training and operational requirements.

## Gaps

<figure><img src="image_82.png" /></figure>

Integrating VR and MR systems with existing grid management tools, crane operation databases, and nuclear facility protocols is complex. There are challenges in ensuring that VR/MR environments are connected directly to the real-time data and operations of SCADA, GIS, and CAD.

<figure><img src="image_83.png" /></figure>

The scale of the VR and MR applications (extending across significant areas or involving a large and varied number of objects, such as a complex power grid or multiple types of cranes), presents difficulties. Deploying these technologies at a global level or across different sub-station setups will need to be significantly improved.

<figure><img src="image_84.png" /></figure>

Personnel in the energy sector are not specially trained to work with VR and MR systems. There is a gap in comprehensive training programs tailored to the unique needs of grid and energy operations.

<figure><img src="image_85.png" /></figure>

The initial costs of deploying proprietary VR and MR systems (i.e., purchasing hardware, developing bespoke simulations, and integrating capability

<figure><img src="image_86.png" /></figure>

There is a gap in developing multidimensional risk management frameworks for VR-MR simulations in the energy sector. These simulations

<figure><img src="image_87.png" /></figure>

The robust remote collaboration relies on live MR workflows, involving the streaming of real-time data to ensure reliable data transmission.
<table><tr><td>with infrastructure) extremely high.</td><td>at-scale are</td><td>are required to realistically encompass hazards plausible to occur in the real-world and resources for mitigation training.</td><td>are required to accommodate complex multi-user interactions and long-distance remote monitoring and supervision.</td></tr></table>

Requested industry developments

<figure><img src="image_88.png" /></figure>

<figure><img src="image_89.png" /></figure>

<figure><img src="image_90.png" /></figure>

Development of solutions that enable effective integration of VR and MR systems with existing grid management tools and protocols. This includes ensuring compatibility and real-time data synchronization with systems such as SCADA, GIS, and CAD to avoid data silos.

Creation of scalable VR and MR solutions that can handle large-scale and complex environments, including extensive power grids and diverse crane fleets. Optimization for varied conditions, especially for outdoor applications, is necessary to broaden the use of MR technologies.

Implementation of training programs tailored to the energy sector, focusing on the operation of VR/MR tools and interpretation of their outputs. These programs should aim to equip personnel with the necessary skills to use these technologies effectively.

<figure><img src="image_91.png" /></figure>

<figure><img src="image_92.png" /></figure>

<figure><img src="image_93.png" /></figure>

Strategies to ensure these technologies are accessible to all workforce levels, including those in remote or less technologically advanced areas.

Development of cost-effective strategies and potential funding sources to support the initial investment and ongoing maintenance of VR and MR technologies. Detailed cost-benefit

Formulation of comprehensive risk management strategies and safety protocols for using VR and MR technologies in training environments. These frameworks should
analyses can help justify these investments by demonstrating long-term savings and operational improvements.

address the simulation of real-world hazards and provide effective risk mitigation training specific to the energy sector.

<figure><img src="image_94.png" /></figure>

Enhancement of MR capabilities to support complex real-time interactions, including multi-user environments and remote supervision of simultaneous tasks. Improvements in network reliability and bandwidth, particularly in remote or industrial areas, are needed to support these functionalities effectively.

### 3.1.6 Remote Collaboration

#### Insights and Analysis

<figure><img src="image_95.png" /></figure>

The use cases demonstrate various applications of XR technologies for education, training, and business collaboration. ClassVR and zSpace focus on enhancing educational outcomes through VR/AR experiences, while Labster provides virtual lab simulations for scientific learning. EON Reality supports both education and industrial training with VR/AR tools, and MeetinVR and

<figure><img src="image_96.png" /></figure>

XR technologies are effectively used to enhance learning outcomes and practical skills development. Platforms like ClassVR and Labster provide interactive experiences that improve student engagement and understanding of complex concepts. Similarly, EON Reality and zSpace offer tools for creating immersive educational content,

<figure><img src="image_97.png" /></figure>

MeetinVR and VIVERSE for Business are pivotal in facilitating remote collaboration through VR meetings, providing tools for effective communication and interaction in virtual environments. These platforms address the challenges of remote work by offering immersive meeting experiences, enhancing team collaboration and decision-making.
<table><tr><td>VIVERSE for Business facilitate enterprise meetings in VR, emphasizing remote collaboration and communication.</td><td>promoting active learning.</td><td></td></tr><tr><td>Successful implementation of these XR tools requires comprehensive integration with existing systems and support for users. Ensuring proper setup, training, and maintenance is essential for maximizing the effectiveness of these technologies in various settings.</td><td>XR tools offer scalability and flexibility, allowing them to be adapted to different educational, training, and business contexts. This adaptability is crucial for addressing diverse user needs and expanding the applications of XR technologies.</td><td>All platforms emphasize user engagement through interactive and immersive interfaces, ensuring that participants remain active and involved in their learning or collaborative activities.</td></tr></table>

<figure><img src="image_98.png" /></figure>

<figure><img src="image_99.png" /></figure>

<figure><img src="image_100.png" /></figure>

## Gaps

<table><tr><td>Integrating XR tools with traditional educational and business systems can be complex, requiring alignment with existing workflows and practices.</td><td>Scaling these XR solutions to accommodate large user groups or extensive use cases can present challenges in terms of hardware availability, user management, and performance.</td><td>Ensuring all users are proficient in using XR technologies requires comprehensive training programs and ongoing support.</td></tr></table>

<figure><img src="image_101.png" /></figure>

<figure><img src="image_102.png" /></figure>

<figure><img src="image_103.png" /></figure>
<figure><img src="image_104.png" /></figure>

Implementing XR solutions involves substantial initial costs for hardware, software, and content development, posing financial challenges for some organizations.

<figure><img src="image_105.png" /></figure>

Providing ongoing technical support and maintaining XR systems to ensure their effective functioning throughout their lifecycle is essential.

<figure><img src="image_106.png" /></figure>

Developing standardized methods to assess the effectiveness of XR-enhanced learning or collaboration experiences and their impact on outcomes is necessary.

## Requested industry developments

<figure><img src="image_107.png" /></figure>

Develop streamlined integration solutions to align these XR tools with existing workflows and systems used by educational and business organizations.

<figure><img src="image_108.png" /></figure>

Create scalable plans for deploying XR tools across various applications, ensuring efficient resource allocation and minimizing costs

<figure><img src="image_109.png" /></figure>

Implement comprehensive training programs and resources to build proficiency in using XR technologies and incorporating them into educational and collaborative practices.

<figure><img src="image_110.png" /></figure>

<figure><img src="image_111.png" /></figure>

<figure><img src="image_112.png" /></figure>
Identify cost-effective solutions and funding sources to support the initial investment and ongoing maintenance of XR technologies.

Establish robust technical support systems to ensure the effective functioning and maintenance of XR tools in different contexts.

Develop frameworks for assessing the impact of XR-enhanced learning and collaboration on outcomes, providing consistent metrics for evaluation.

### 3.1.7 AR/VR/MR

#### Insights and Analysis

<figure><img src="image_113.png" /></figure>

<figure><img src="image_114.png" /></figure>

<figure><img src="image_115.png" /></figure>

DTEK VR Training, Servier Virtual Training Solution, and VictoryXR are just a few examples of their successful use in training use cases. VR/AR technology provides a more interactive, real-life environment for users to practice complex skills, learn safety protocols, or simply interact with learning resources to promote knowledge retention and practical skill development.

Examples of user engagement applications, such as CALDIC VR EXPERIENCE and Industry 4.0 XR HUB, also serve to underline the importance of VR and AR for their capability of allowing realistic and interactive experiences. Users can interact with these applications to explore environments, complete tasks, or manipulate simulations, which engages users and helps them better understand complex systems or procedures.

Equipment maintenance, public services, and WW leakage detection are a few of the use cases that can make maintenance operations more agile, efficient, and cost-effective using AR. By providing real-time guidance and visualization, AR can enhance the accuracy of maintenance tasks, leading to fewer errors and downtime.

<figure><img src="image_116.png" /></figure>

<figure><img src="image_117.png" /></figure>

<figure><img src="image_118.png" /></figure>
Industry 4.0 XR Hub and Procurement showcase how XR technologies are dynamic and able to cater to different industrial requirements. These solutions are fully customizable to showcase not only different equipment but entirely different operational processes or scenarios to serve as versatile training, maintenance, and operational management tools.

Using the DTEK VR Training use case, haptic feedback is provided by the TeslaSuit, offering a novel approach in training by allowing users to feel the impact of their actions. This amplifies the authenticity of the training experience and can significantly improve learning outcomes.

Solutions like the Servier Virtual Training Solution and Applied Research using AR, also highlight the use of data collection and analysis. The primary purpose of these use cases is to capture detailed performance metrics that can be used to assess the effectiveness of training, measure progress, and identify areas for development.

<figure><img src="image_119.png" /></figure>

With the Industry 4.0 XR HUB use case, users can even collaborate with others in shared virtual environments with multiplayer interaction. This feature can enhance teamwork and provide a more engaging learning or training experience.

## Gaps

<figure><img src="image_120.png" /></figure>

Implementing VR/AR technologies on a larger scale remains a challenge. Organizations often struggle to transition from pilot projects to full-scale deployments due to technical limitations,

<figure><img src="image_121.png" /></figure>

Ensuring seamless integration between VR/AR systems and existing organizational infrastructure can be problematic. Compatibility with various hardware and software platforms is

<figure><img src="image_122.png" /></figure>

Effective use of VR/AR technologies requires proper training for users. Many use cases, such as DTEK VR Training and VictoryXR, depend on users' familiarity with the technology. Without adequate training and
integration issues, and cost constraints. For example, while Industry 4.0 XR HUB and Applied Research using AR demonstrate promising applications, scaling these solutions across multiple facilities or departments can be complex and resource-intensive.

necessary for effective deployment. Use cases like Equipment Maintenance highlight the need for AR solutions that can easily integrate with current maintenance management systems.

support, users may face difficulties, leading to suboptimal outcomes and reduced engagement.

<figure><img src="image_123.png" /></figure>

<figure><img src="image_124.png" /></figure>

<figure><img src="image_125.png" /></figure>

The high initial cost of VR/AR equipment and ongoing maintenance expenses can be a barrier to adoption. Projects like DTEK VR Training and CALDIC VR EXPERIENCE require significant investment in hardware and software, which may deter smaller organizations or those with limited budget from adopting these technologies.

Creating relevant and high-quality VR/AR content tailored to specific use cases is essential but can be resource-intensive. Use cases such as MHP Soft Skills Training and Servier Virtual Training Solution need custom content development, which requires expertise and can be costly.

Technical challenges, including hardware malfunctions, software bugs, or connectivity issues, can hinder the effectiveness of VR/AR solutions. Use cases like Sewer inspection and cleaning and Public Services - WW Leakage Detection need reliable AR software and hardware to ensure smooth operation and accurate performance during maintenance or inspection tasks.

<figure><img src="image_126.png" /></figure>

Adhering to industry-specific regulations and standards is crucial for VR/AR applications, especially in sectors like healthcare and industrial maintenance. Ensuring compliance with regulatory requirements can be complex and requires ongoing monitoring and updates to the VR/AR solutions used, as seen in Servier Virtual Training Solution and Procurement.
Requested industry developments

<figure><img src="image_127.png" /></figure>

Developing frameworks and guidelines for scaling VR/AR solutions across various organizational levels is crucial. This includes standardized integration protocols, deployment strategies, and support mechanisms to facilitate widespread adoption, as seen in the need for scalability in Industry 4.0 XR HUB.

<figure><img src="image_128.png" /></figure>

Establishing interoperability standards for VR/AR systems can facilitate smoother integration with existing infrastructure. This includes creating compatibility guidelines for hardware and software platforms to ensure seamless functionality, as highlighted in the Equipment Maintenance use case.

<figure><img src="image_129.png" /></figure>

Providing comprehensive training programs and support resources for users of VR/AR technologies is essential. This includes developing user-friendly training modules, ongoing support, and resources to ensure users can effectively operate and benefit from these technologies, as needed in DTEK VR Training.

<figure><img src="image_130.png" /></figure>

Identifying and developing cost-effective VR/AR solutions that provide value without requiring significant financial investment is critical. This includes exploring affordable hardware options, open-source software, and

<figure><img src="image_131.png" /></figure>

Developing robust content creation tools and platforms for VR/AR applications can streamline the process of generating relevant and high-quality content. This includes providing templates, development frameworks, and

<figure><img src="image_132.png" /></figure>

Building reliable technical support infrastructure and ensuring the availability of maintenance services for VR/AR systems is essential. This includes providing quick troubleshooting, regular updates, and ensuring
<table><tr><td>scalable solutions to make these technologies accessible to a broader range of organizations, as seen in VictoryXR.</td><td>collaboration tools for creating immersive experiences tailored to specific use cases, as highlighted in MHP Soft Skills Training.</td><td>the robustness of hardware and software used, as necessary for Public Services - WW Leakage Detection.</td></tr><tr><td>Offering guidance and tools to ensure VR/AR solutions comply with industry regulations and standards can facilitate their adoption in regulated sectors. This includes developing compliance checklists, monitoring tools, and resources to navigate regulatory landscapes, as seen in the Servier Virtual Training Solution.</td><td>Implementing mechanisms to collect user feedback and continuously improve VR/AR solutions based on real-world usage can enhance their effectiveness. This includes integrating feedback loops, user satisfaction surveys, and iterative development processes to refine these technologies, as needed in Sewer inspection and cleaning.</td><td></td></tr></table>

<figure><img src="image_133.png" /></figure>

<figure><img src="image_134.png" /></figure>

## 3.2 Analysis of missing learning outcomes and curricula gaps

In the following section, the collected learning materials are presented, following their analysis. In Table 2, a summary of the learning material is presented by sector. The analysis of the learning material was conducted based on the gathered material and enhanced based on the experience of the authors.

<table><caption>Table 2 ALLIANCE4XR Learning Material</caption><thead><tr><td>Learning Material</td><td>Title</td><td>Sector</td><td>Location</td></tr></thead><tbody><tr><td>LM-01</td><td>FLAME - Facilitated Learning with Animated Multi-media Engagement</td><td>Higher Education Institution</td><td>Table 10</td></tr><tr><td>LM-02</td><td>Training Wind Turbine Engineers using Virtual Reality</td><td>Higher Education Institution</td><td>Table 10</td></tr></tbody></table>
<table><tr><td></td><td>Training Experiences (WMC Galway)</td><td></td><td></td></tr><tr><td>LM-03</td><td>Virtual Reality Welding Training Simulator (Dundalk Institute of Technology)</td><td>Higher Education Institution</td><td>Table 10</td></tr><tr><td>LM-04</td><td>Innovation Academy UCD: Virtual Reality for Future Skills</td><td>Higher Education Institution</td><td>Table 10</td></tr><tr><td>LM-05</td><td>UCD School of Computer Science: Augmented and Virtual Reality (COMP3025J)</td><td>Higher Education Institution</td><td>Table 10</td></tr><tr><td>LM-06</td><td>Pulse XR (Education Training Board - Ireland)</td><td>Vocational Education and Training</td><td>Table 11</td></tr><tr><td>LM-07</td><td>BodySwaps</td><td>Vocational Education and Training</td><td>Table 11</td></tr><tr><td>LM-08</td><td>Gadgeteer</td><td>Vocational Education and Training</td><td>Table 11</td></tr><tr><td>LM-09</td><td>Virtual Shoe Fablab</td><td>Vocational Education and Training</td><td>Table 11</td></tr><tr><td>LM-10</td><td>VM STEM</td><td>Vocational Education and Training</td><td>Table 11</td></tr><tr><td>LM-11</td><td>Principles of Augmented Reality Technologies</td><td>Vocational Education and Training</td><td>Table 11</td></tr><tr><td>LM-12</td><td>From spatial data to Augmented Reality</td><td>Vocational Education and Training</td><td>Table 11</td></tr><tr><td>LM-13</td><td>Visualisation of underground utility networks in Augmented Reality</td><td>Vocational Education and Training</td><td>Table 11</td></tr><tr><td>LM-14</td><td>Putting AR in operation</td><td>Vocational Education and Training</td><td>Table 11</td></tr><tr><td>LM-15</td><td>Outdoor AR application for site instruction and real-scale anchoring</td><td>Structural Engineering and Construction</td><td>Table 12</td></tr><tr><td>LM-16</td><td>In door AR application for bridge design</td><td>Structural Engineering and Construction</td><td>Table 12</td></tr><tr><td>LM-17</td><td>Design and construction of zero-emission vessels</td><td>Maritime Professions</td><td>Table 13</td></tr><tr><td>LM-18</td><td>Engine Room Operations</td><td>Maritime Professions</td><td>Table 13</td></tr></table>
<table><tr><td>LM-19</td><td>Shore Side Electricity (Cold-Ironing)</td><td>Maritime Professions</td><td>Table 13</td></tr><tr><td>LM-20</td><td>Energy3D</td><td>Grids and Energy</td><td>Table 14</td></tr><tr><td>LM-21</td><td>VR Vision</td><td>Grids and Energy</td><td>Table 14</td></tr><tr><td>LM-22</td><td>ThingLink - Fingrid example</td><td>Grids and Energy</td><td>Table 14</td></tr><tr><td>LM-23</td><td>ITI VR CRANE SIMULATOR</td><td>Remote Collaboration and AR/VR/MR</td><td>Table 14</td></tr><tr><td>LM-24</td><td>SimX</td><td>Remote Collaboration and AR/VR/MR</td><td>Table 14</td></tr><tr><td>LM-25</td><td>Industry 4.0 VR Hub</td><td>Remote Collaboration and AR/VR/MR</td><td>Table 14</td></tr></table>

### 3.2.1 Higher Education Institutions

#### Insights and Analysis

<figure><img src="image_135.png" /></figure>

<figure><img src="image_136.png" /></figure>

<figure><img src="image_137.png" /></figure>

FLAME and Training Wind Turbine Engineers demonstrate the integration of XR technologies to enhance the learning experience by providing interactive 3D models and immersive VR environments. FLAME allows educators to create online 3D interactive materials, while Training Wind Turbine Engineers uses VR for training scenarios relevant to renewable energy sectors, offering practical and engaging

Virtual Reality Welding Training Simulator and Innovation Academy UCD: Virtual Reality for Future Skills emphasize practical, hands-on training using XR. The Welding Training Simulator provides realistic simulations of welding processes, aiding skill acquisition for engineering students. Similarly, the Innovation Academy's VR module helps students develop transversal skills such as critical thinking, problem-solving, and decision-making in simulated workplace settings.

Courses like UCD School of Computer Science: Augmented and Virtual Reality (COMP3025J) focus on educating students about the fundamental techniques and recent developments in VR/AR technologies. This course covers a range of topics from display technologies and tracking systems to the creation of AR/VR applications, providing a solid foundation in XR for computer science students.
ways to understand complex concepts.

<figure><img src="image_138.png" /></figure>

Principles of Augmented Reality Technologies and From Spatial Data to Augmented Reality bridge the gap between theoretical knowledge and practical application. These courses delve into computer vision, AR techniques, and spatial database management, equipping students with the skills to implement AR in various fields.

<figure><img src="image_139.png" /></figure>

Virtual Reality for Future Skills and FLAME illustrate the shift towards using XR to foster innovative learning strategies. These applications create interactive and immersive environments that enhance student engagement and practical understanding, promoting a more dynamic learning process.

## Gaps

<figure><img src="image_140.png" /></figure>

The reliance on VR headsets like Meta Quest 2 or 3 for applications such as Virtual Reality Welding Training Simulator and Innovation Academy UCD: Virtual Reality for Future Skills presents

<figure><img src="image_141.png" /></figure>

There's a lack of standardized guidelines for effectively integrating XR tools into existing curricula, making it challenging to align XR applications like Training Wind Turbine Engineers and Gadgeteer with

<figure><img src="image_142.png" /></figure>

Many educators lack the training necessary to effectively utilize XR technologies in their teaching practices, limiting the potential benefits of tools like FLAME and Virtual Shoe Fablab.
<table><tr><td>accessibility challenges due to the high cost and limited availability of these devices.</td><td>traditional educational frameworks.</td><td></td></tr><tr><td><img src="image_0_0_0.png" alt="A diagram showing a magnifying glass over a book with three red Xs and a red X in the top right corner. The top-left corner shows a magnifying glass with the word 'NEEDS' in red. The text in the magnifying glass reads 'NEEDS' and 'NEEDS'."></td><td><img src="image_0_0_1.png" alt="Anergized and interactive XR content, likely a video or animation, with various elements: a magnifying glass, a book, and three red Xs in the top right corner. The text in the magnifying glass reads 'NEEDS' and 'NEEDS'."></td><td><img src="image_0_0_2.png" alt="Anergized and interactive XR content, likely a video or animation, with various elements: a magnifying glass, a book, and a red X in the top right corner. The text in the magnifying glass reads 'NEEDS' and 'NEEDS'."></td></tr><tr><td>XR content may not always align with the specific needs of diverse educational fields or adapt well to different cultural contexts, as seen in applications like VM STEM and Principles of Augmented Reality Technologies.</td><td>Existing evaluation methods may not adequately measure learning outcomes in XR environments, highlighting the need for improved assessment tools for applications like Gadgeteer and BodySwaps.</td><td></td></tr></table>

Requested industry developments

<table><tr><td><img src="image_0_0_0.png" alt="A person working in a workshop, holding a gear and a target. The background shows a gear and a person in a suit. The text in the gear reads 'Pulse XR' and 'Virtual Reality Welding Training Simulator,' and in the suit reads 'EN' and '中文' (Chinese for English)."></td><td><img src="image_0_0_1.png" alt="Anergized and interactive XR content, likely a video or animation, with various elements: a gear, a target, and a person in a suit. The text in the gear reads 'GUIDELINES' and 'EN' (English for Chinese). The gear has a red checkmark in the top-right corner. The text in the suit reads 'EN' and '中文' (Chinese for English)."></td><td><img src="image_0_0_2.png" alt="Anergized and interactive XR content, likely a video or animation, with various elements: a gear, a target, and a person in a suit. The text in the gear reads 'XR' and 'EN' (English for Chinese). The gear has a red checkmark in the top-right corner. The text in the suit reads 'EN' and '中文' (Chinese for English)."></td></tr><tr><td>Develop cost-effective XR solutions to improve accessibility for applications such as Pulse XR and Virtual Reality Welding Training Simulator, ensuring broader adoption and use.</td><td>Create detailed guidelines to facilitate the integration of XR technologies into traditional educational curricula, as required for Training Wind Turbine Engineers and Gadgeteer.</td><td>Implement comprehensive training programs to equip educators with the skills needed to effectively use XR technologies, as needed for applications like FLAME and Virtual Shoe Fablab.</td></tr><tr><td><img src="image_0_0_3.png" alt="Anergized and interactive XR content, likely a video or animation, with various elements: a gear, a target, and a person in a suit. The text in the gear reads 'EN' and '中文' (Chinese for English). The gear has a red checkmark in the top-right corner. The text in the suit reads 'EN' and '中文' (Chinese for English)."></td><td><img src="image_0_0_4.png" alt="Anergized and interactive XR content, likely a video or animation, with various elements: a gear, a target, and a person in a suit. The text in the gear reads 'XR' and 'EN' (English for Chinese). The gear has a red checkmark in the top-right corner. The text in the suit reads 'EN' and '中文' (Chinese for English)."></td><td></td></tr></table>
Develop XR content that is adaptable to various languages and educational standards, addressing the need for more customized learning experiences in applications like VM STEM and From Spatial Data to Augmented Reality.

Develop advanced assessment tools specifically designed for XR learning environments to provide detailed performance insights and effective feedback, as indicated by the gaps in Gadgeteer and BodySwaps.

## 3.2.2 Vocational Education and Training

### Insights and Analysis

<figure><img src="image_143.png" /></figure>

Applications like Pulse XR and Virtual Shoe Fablab highlight how XR technology facilitates realistic simulations for skill training in VET. For example, Pulse XR provides a virtual hospital environment for healthcare students to practice clinical skills and decision-making without patient risk. Virtual Shoe Fablab enables hands-on practice in footwear manufacturing using AR, enhancing real-world skill application.

<figure><img src="image_144.png" /></figure>

Tools such as BodySwaps and VM STEM increase engagement through interactive scenarios and virtual environments. BodySwaps offers VR-based simulations for soft skills training, like interviews and conflict resolution. VM STEM engages students with a virtual museum showcasing STEM exhibits, fostering immersive exploration of scientific concepts.

<figure><img src="image_145.png" /></figure>

Applications like Gadgeteer and Training Wind Turbine Engineers offer specialized training in engineering principles and disaster response. Gadgeteer uses VR to teach mechanical engineering through Rube-Goldberg machine simulations, while Training Wind Turbine Engineers prepares students for wind turbine maintenance with VR disaster scenarios.

<figure><img src="image_146.png" /></figure>

<figure><img src="image_147.png" /></figure>
Tools such as Pulse XR and VM STEM integrate XR content with LMS platforms like Moodle, supporting comprehensive educational strategies and tracking student progress. These integrations provide analytics for monitoring engagement and outcomes.

XR applications like Principles of Augmented Reality Technologies and Gadgeteer focus on building technical skills and competencies. They expose learners to advanced XR technologies and prepare them for future roles requiring tech proficiency.

## Gaps

<figure><img src="image_148.png" /></figure>

High costs and limited availability of VR headsets like Meta Quest 2 or 3 restrict use, as seen in Pulse XR and BodySwaps.

<figure><img src="image_149.png" /></figure>

There is a lack of clear guidelines for incorporating XR tools into traditional VET curricula, creating integration challenges for applications like Gadgeteer and Training Wind Turbine Engineers.

<figure><img src="image_150.png" /></figure>

Many educators lack the technical skills to effectively use XR technologies, limiting the potential benefits of tools like Virtual Shoe Fablab and Principles of Augmented Reality Technologies.

<figure><img src="image_151.png" /></figure>

XR content may not always meet the specific needs of various vocational fields or adapt well to different cultural contexts, as noted in VM STEM and From Spatial

<figure><img src="image_152.png" /></figure>

There is a need for effective evaluation tools for XR learning, as current tools may not adequately assess performance in XR environments, seen in
<table><tr><td>Data to Augmented Reality.</td><td>Gadgeteer and BodySwaps.</td></tr></table>

## Requested industry developments

<table><tr><td>Develop more affordable XR solutions to overcome hardware accessibility challenges noted in Pulse XR and BodySwaps.</td><td>Create comprehensive guidelines to assist with integrating XR into VET curricula, aligning with Gadgeteer and Training Wind Turbine Engineers.</td><td>Implement robust training programs to equip educators with technical skills for XR use, as needed by Virtual Shoe Fablab and Principles of Augmented Reality Technologies.</td></tr><tr><td>Develop diverse and localized XR content that adapts to different languages and educational standards, addressing gaps in VM STEM and From Spatial Data to Augmented Reality.</td><td>Create tailored assessment tools for XR-based learning to provide detailed performance insights and effective feedback, as indicated by Gadgeteer and BodySwaps.</td><td></td></tr></table>

### 3.2.3 Structural Engineering and Construction

#### Insights and Analysis
<figure><img src="image_153.png" /></figure>

Through interaction with 3D models and real-scale simulations using technologies like Unity and Azure Spatial Anchoring, students gain practical skills that are crucial for their professional development in structural engineering.

<figure><img src="image_154.png" /></figure>

These applications simulate site conditions and design changes, enabling students to practice real-world tasks such as assembly and dimension checks in a controlled virtual environment. This exposure helps bridge the gap between theoretical knowledge and practical application.

<figure><img src="image_155.png" /></figure>

AR and MR technologies foster a more engaging learning environment by allowing students to interact with 3D content, participate in simulations, and collaborate on structural design tasks, thus promoting a deeper understanding of complex engineering concepts and teamwork.

## Gaps

<figure><img src="image_156.png" /></figure>

The lack of integration with Learning Management Systems (LMS) like Moodle or Brightspace limits the ability to streamline content delivery, monitor student progress, and centralize educational resources and assessments.

<figure><img src="image_157.png" /></figure>

The absence of built-in accessibility features in these applications restricts their usability for students with disabilities, highlighting a need for features such as text-to-speech, screen readers, and adjustable display settings to ensure inclusivity.

<figure><img src="image_158.png" /></figure>

Dependence on specific hardware (e.g., Microsoft HoloLens) and software (e.g., Unity game engine and MRTK) can be prohibitive for institutions with constrained budgets or resources, necessitating the exploration of more affordable or alternative solutions.

<figure><img src="image_159.png" /></figure>

<figure><img src="image_160.png" /></figure>
Current applications are specifically tailored to bridge engineering scenarios and may not easily adapt to other areas within structural engineering and construction. Expanding content to cover a broader range of disciplines and scenarios would enhance their utility.

The absence of integrated evaluation tools and feedback mechanisms within the AR applications hinders the ability to assess student performance, provide constructive feedback, and track skill development effectively.

## Requested industry developments

<figure><img src="image_161.png" /></figure>

Incorporating LMS support would facilitate the distribution of educational materials, allow for better tracking of student progress, and offer a platform for assessments and feedback, thus improving overall learning management.

<figure><img src="image_162.png" /></figure>

Developing and implementing accessibility features would make the applications more inclusive, accommodating students with diverse needs and ensuring equal access to learning resources.

<figure><img src="image_163.png" /></figure>

Exploring more cost-effective hardware and software options or developing flexible applications that do not rely on high-end equipment would make these technologies more accessible to a wider range of educational institutions.

<figure><img src="image_164.png" /></figure>

Creating versatile content that can be adapted to various structural engineering and construction scenarios would extend the educational value of these applications, making them useful for a broader audience.

<figure><img src="image_165.png" /></figure>

Implementing tools for evaluating student performance, providing feedback, and tracking progress within the AR applications would enhance learning outcomes by enabling targeted skill development and
identifying areas for improvement.

### 3.2.4 Maritime Professions

#### Insights and Analysis

<figure><img src="image_166.png" /></figure>

The use cases, including Design and Construction of Zero-Emission Vessels, Engine Room Operations, and Shore Side Electricity (Cold-Ironing), demonstrate the significant role of XR technologies in maritime professions. They enhance practical understanding by providing immersive, interactive experiences that replicate real-world scenarios without actual risks. These applications are particularly valuable for training in high-stakes environments such as zero-emission vessel design and engine room operations.

<figure><img src="image_167.png" /></figure>

Pulse XR and Engine Room Operations highlight the effectiveness of XR in developing clinical and technical skills. By simulating real-world environments and tasks, students can practice and refine their abilities in a controlled setting, improving their readiness for real-world applications.

<figure><img src="image_168.png" /></figure>

The interactive elements in these use cases, such as the Virtual walkthroughs of zero-emission vessels and Simulation of engine operation, offer deep engagement and learning by allowing users to explore complex systems and scenarios. This approach not only

<figure><img src="image_169.png" /></figure>

The focus on industry-specific skills and knowledge, such as those required for Shore Side Electricity and Engine Room Operations, ensures that training is aligned with current industry standards and practices. This alignment helps in bridging the gap

<figure><img src="image_170.png" /></figure>

Effective integration with LMS platforms, as seen in all use cases, facilitates tracking of learner progress, provides access to assessments, and supports a seamless educational experience. This integration enhances the learning process by combining immersive experiences
<table><tr><td>aids in understanding but also in problem-solving and decision-making processes.</td><td>between academic learning and professional application.</td><td>with structured educational frameworks.</td></tr></table>

## Gaps

<figure><img src="image_171.png" /></figure>

While XR applications excel in technical training, there is a noticeable gap in addressing non-technical skills such as leadership, teamwork, and communication, which are critical in maritime operations but are not thoroughly covered.

<figure><img src="image_172.png" /></figure>

There is a general lack of comprehensive accessibility features across the use cases, making it difficult for shore-based professionals with disabilities to fully engage with the content. Enhancements in accessibility, such as more robust support for screen readers and alternative navigation options, are needed.

<figure><img src="image_173.png" /></figure>

Current XR applications may not fully accommodate the diverse learning paces of students. There is a need for more adaptive learning features that allow for personalized learning experiences based on individual progress and understanding.

<figure><img src="image_174.png" /></figure>

There is limited integration of real-time data or live simulations in the current XR tools, which could enhance the realism and applicability of the training modules by providing up-to-date scenarios and dynamic learning environments.

<figure><img src="image_175.png" /></figure>

Some XR applications may face challenges in scalability, particularly in terms of hardware requirements and the need for high-speed internet, which could limit their use in resource-constrained environments or regions with less technological infrastructure.

## Requested industry developments
<table><tr><td><img src="image_0_0.png" alt="XR module"></td><td><img src="image_0_1.png" alt="Technology icon"></td><td><img src="image_0_2.png" alt="Learning environment icon"></td></tr><tr><td>Development of XR modules that focus on soft skills, including leadership, crisis management, and effective communication, to complement technical training and provide a more holistic educational experience.</td><td>Implementation of comprehensive accessibility features to ensure that all shore-based professionals, including those with disabilities, can fully engage with XR learning materials.</td><td>Incorporation of adaptive learning technologies that can adjust the complexity and pace of training modules based on individual learner performance and feedback.</td></tr><tr><td><img src="image_0_3.png" alt="Learning scenario"></td><td><img src="image_0_4.png" alt="Learning book icon"></td><td><img src="image_0_5.png" alt="Learning environment icon"></td></tr><tr><td>Integration of real-time data and live simulations to provide more dynamic and current learning experiences that reflect the latest industry conditions and challenges.</td><td>Development of scalable solutions that can be effectively implemented in various educational settings, including those with limited access to high-end technological infrastructure, to broaden the reach and impact of XR training tools.</td><td></td></tr></table>

### 3.2.5 Grids and Energy

#### Insights and Analysis

<table><tr><td><img src="image_0_0.png" alt="Learning scenario"></td><td><img src="image_0_1.png" alt="Learning book icon"></td><td><img src="image_0_2.png" alt="Learning environment icon"></td></tr><tr><td>The XR applications in this sector offer a range of training experiences, from designing</td><td>These applications effectively leverage XR to simulate real-world scenarios. Energy3D</td><td>ThingLink helps in reducing the need for physical travel to remote sites for training and</td></tr></table>
renewable energy systems in Energy3D to practical, hands-on training for technicians through VR Vision. ThingLink is used for site safety training, providing immersive virtual environments to familiarize employees with power station settings.

focuses on simulating energy systems for educational purposes, allowing users to visualize and analyze the performance of renewable energy installations. VR Vision offers interactive simulations for various energy sector roles, enhancing the practical skills of technicians through realistic training scenarios.

orientations, cutting down on time and environmental impact. This is particularly useful for energy companies managing geographically dispersed infrastructure, as it allows employees to virtually explore and understand site layouts and safety protocols without being on-site.

## Gaps

<figure><img src="image_176.png" /></figure>

There is a lack of comprehensive integration with Learning Management Systems (LMS) across the XR applications, which hinders seamless incorporation into existing educational and training programs. Only Energy3D and ThingLink have some form of integration or potential for integration with LMS platforms, while VR Vision does not explicitly support it.

<figure><img src="image_177.png" /></figure>

There are minimal accessibility features across these XR applications, such as text-to-speech or adjustable font sizes, which could limit usability for individuals with disabilities.

## Needs

<figure><img src="image_178.png" /></figure>

There is a need for improved integration with LMS platforms to facilitate tracking of learner progress and to incorporate XR training more effectively into formal education and training curricula.

<figure><img src="image_179.png" /></figure>

Incorporating more accessibility features, such as screen readers and customizable user interfaces, would make these applications more inclusive and user-friendly for a broader audience.

<figure><img src="image_180.png" /></figure>

Enhanced real-time data tracking and analytics within the XR applications could provide more detailed insights into user interactions and learning outcomes, which would be valuable for both
educators and industry
professionals.

### 3.2.6 Remote Collaboration and AR/VR/MR

#### Insights and Analysis

<figure><img src="image_181.png" /></figure>

<figure><img src="image_182.png" /></figure>

<figure><img src="image_183.png" /></figure>

The ITI VR Crane Simulator and SimX demonstrate the effective use of VR for simulating real-world training scenarios in machinery operation and healthcare, respectively. They highlight how VR can create immersive, realistic environments for practicing complex tasks and decision-making without the associated risks of real-world practice.

Industry 4.0 VR Hub offers an innovative approach to educating users about modern manufacturing, circular economy, and robotics through immersive VR experiences. This use case emphasizes the integration of Industry 4.0 concepts into training to enhance understanding and skills in automation and modern production processes.

All applications leverage interactive elements to enhance user engagement. From handling machinery in simulated environments (ITI VR Crane Simulator) to practicing patient care (SimX) and configuring factory layouts (Industry 4.0 VR Hub), these applications show how interactivity in VR/AR/MR can improve learning outcomes by providing hands-on, experiential learning opportunities.

<figure><img src="image_184.png" /></figure>

<figure><img src="image_185.png" /></figure>

The integration with Learning Management Systems (LMS) varies across applications. SimX and Industry 4.0 VR Hub provide options for

While accessibility features are minimal across these applications, Industry 4.0 VR Hub incorporates audio guides and visual
exporting session data for performance analysis, enabling a more data-driven approach to training and assessment.

hints, showing some consideration for accessibility, though overall improvement in this area is needed.

## Gaps

<figure><img src="image_186.png" /></figure>

Most applications lack comprehensive accessibility features, such as alternative input methods for those with disabilities, screen reader support, and closed captions for videos.

<figure><img src="image_187.png" /></figure>

The integration with LMS is not uniformly available or optimized across all applications. More seamless integration and better tracking of user progress within LMS platforms could enhance the overall utility and effectiveness of these training tools.

<figure><img src="image_188.png" /></figure>

There is a need for more robust real-time collaboration features. While Industry 4.0 VR Hub supports multiplayer interactions, similar capabilities are lacking in the ITI VR Crane Simulator and SimX, which could benefit from enhanced collaborative learning and teamwork functionalities.

## Requested industry developments

<figure><img src="image_189.png" /></figure>

Development of comprehensive accessibility options, including text-to-speech, adjustable interfaces, and compatibility with

<figure><img src="image_190.png" /></figure>

Improved and more seamless LMS integration to facilitate tracking, assessment, and reporting of user performance, which is

<figure><img src="image_191.png" /></figure>

Inclusion of more advanced real-time collaboration tools to enable simultaneous participation and interaction among users,
<table><tr><td>assistive technologies, to ensure inclusivity.</td><td>critical for academic and professional training environments.</td><td>which is particularly useful for remote teams and educational settings.</td></tr></table>

# 4 ANALYSIS

In this section, the analysis of the in-depth interviews and the questionnaire are presented. The insights derived from these methodologies provide a comprehensive understanding of the current landscape and future potential of XR technologies across various sectors.

## 4.1 In-depth interviews with industry and academia stakeholders

In the following section, the answers to the in-depth interviews are presented in short paragraphs. Those paragraphs represent only the views of the respondents, were based on their answers, and were expanded with the follow-up questions that were asked. The questions are presented in such a way that the anonymity of the respondents can be preserved.

### 4.1.1 Documentation of the interviews

At first, the interviews started with simple Yes/No questions, and then the analysis of the short answer questions will take place.

**What are the priorities in terms of XR tools for teaching, learning and training?**

**Assembly task training** Yes: 9 responses, No: 1 response, I don't know: 1 response

**Perception of Physical or Biological phenomena to learn/understand some scientific models** Yes: 8 responses, No: 2 responses, I don't know: 1 response

**Manipulating virtual or augmented objects because such proprioception can help memorisation** Yes: 11 responses

**Tools to Implement XR based collaborative environments for such application: To allow Immersion and better awareness of learners and teachers, in a co-located or remote learning context** Yes: 10 responses, No: 1 response

**To manage, automatically or in advising the teacher, the Engagement and Attention of learners** Yes: 8 responses, No: 3 responses
**Regarding Creating XR experiences, where are the needs to reduce the usability gap in teaching, learning and training:**

**Ready-to-use platform for XR content creation systems for such applications**

Yes: 11 responses

**XR methodology to follow for designing such applications (from classical Curricula up to design and implement XR experiment required)**

Yes: 10 responses, No: 1 response

**Regarding collaborative environments for teaching, learning and training**

**Does everything have to take place as an immersive XR experience?**

Yes: 6 responses, No: 5 responses

**In the case of remote collaboration, do you want to mix conventional teleconference with XR one?**

Yes: 9 responses, No: 2 responses

**How do you envision XR technologies transforming the landscape of operational and/or training purposes within your sector?**

Over the next 10 years, XR technologies will transform operational and training use cases in the engineering sector, with a significant percentage of impact reserved for increasing safety due to real-world dangerous areas where learning is imminent. Its promise has been evident for some time, but the onset of COVID-19 appears to have accelerated its deployment as well as embedding in training.

However, leading consultancies like Accenture and PwC and companies like TRANSFR are utilizing VR to offer cost-effective and continuous training solutions.

VR, however, has a strong business case in B2B scenarios where mature platforms exist to provide improved understanding and retention of complex operations. But that too will take some time before the benefits can be fully balanced, as XR technologies have high costs that must be managed. This enables the visualization and correction of processes in a virtual environment, resulting in an innovative learning experience. While XR seems best suited to training in industries that need a visual, hands-on approach (like designing and simulating lightning protection systems), the reconfiguration of company landscapes through its use is likely to be a slow burn. However, content creation is still complex and expensive, and most of the technology is overshadowed by AI. That said, immersive training is a major part of the formative process, with 2D simulations and VR as an evolutionary next phase.
As software and hardware components continue to advance, "people need to see some examples first" but XR tech will grow comprehensively.

**How do you think XR technologies can address the diverse learning needs of trainees within your sector?**

The benefits of XR-based education can solve the varied learning requirements of trainees from multiple domains by providing personalized experiences and adaptive feedback. Some of the benefits XR provides are its ability to be customized, as well as accessibility features, and adaptive learning experiences. This customization and level of personalization in VR platforms as well as AR applications are also driven by digital assistants enabled through large language models. A good example of this is how Legal Place has shown that it can be deployed to train based individual learners' careers, publications, and preferences using AI assistants. We are still in the early stages regarding personalization enabled by XR.

For application purposes, XR can project instructions directly onto machines as well, which then allow learners to go at their own pace and keep reiterating some points when they feel the necessity. This not only leads to the trainer's independence but also gives the teacher a very good idea of how well a kid understands through programmed questions. When combined with AI, XR technologies can offer customized content according to the users' learning abilities and break language barriers, so no learners feel left behind in a session.

On the other hand, XR can be used for technical training by showing a first-person view of equipment and technology in manufacturing to help users visualize. This can provide a more complete training experience across levels of employees as they are trained in real-world settings, ensuring comprehensive training experiences. VR training tools are configurable, so all necessary requirements, like realism and haptics, can be adapted accordingly. As content is crucial, producing engaging and relevant content for trainees is essential to maximize the benefits of XR technologies.

**How do you believe XR technologies can contribute to fostering collaboration and interdisciplinary learning within your sector?**

XR technologies can foster collaboration and interdisciplinary learning in different sectors to provide better learning experiences. Such technologies can improve
existing processes by facilitating plant and machinery supplier connectivity on a
remote basis, reducing travel requirements, and thereby enabling immediate
problem-solving. An example is digital twins, which enable diverse technical
experts to work in a common virtual space, modelling changes affecting the
production line or manipulating devices and predicting outcomes. This feature is
particularly valuable for enterprise-level companies.

In manufacturing, XR technologies can engage users in operational activities and offer enhanced experiential learning experiences by interacting with virtual objects. They can also be used in the field of lightning protection of cultural heritage sites. This combination of immersive and remote capabilities allows XR technologies to raise awareness about the problem they address, as well as provide tools for interaction and sharing materials easily in a collective space.

Design reviews provide a potential platform where colleagues with different majors and from various departments can solve problems and invariably increase productivity within collaborative virtual environments. These models can be used as guidelines for setting up similar XR applications effectively. This capability is what makes XR an invaluable tool for interdisciplinary learning and working, changing the way teams collaborate on projects to meet the demands set by a rapidly evolving landscape of new challenges.

**Are there any concerns or reservations you have regarding the ethical or security implications of integrating XR technologies into operational/training environments?**

Applying XR technologies for operational and training use cases introduces important ethical as well as security considerations. Key concerns include privacy and reluctance to use new modules. With these new modalities, data security is a significant concern, as expanding the scope of cyber-attack agents increases the potential for people to access sensors and cameras used in XR setups. The implications of privacy safeguards and how personal information and interactions can be protected require significant thought. The concept of identity also becomes complex with XR, as multiple avatars and digital replicas could have long-term implications on personal data and identity representation.

Although some respondents appear to be ethically neutral, especially the ones in
the engineering sector, others see clear ethical dangers. For instance, XR's
attractiveness could create a "Wow effect," potentially leading to a mystified perception of reality. Moreover, safety issues should be managed appropriately and grounded in standards in order to protect users.

The security concerns continue when it comes to how XR devices are managed within machines too, which have to be properly handled and not in violation of NDAs. There are also ethical considerations when mixing XR with AI since this sort of fusion could invade one's privacy and most intimate aspects via surveillance. There is also one respondent asking for open standards and software to keep student data within the EU, which addresses a broader local concern over the citizens' privacy rights.

Nonetheless, most respondents remain convinced that the teaching improvements offered by XR will be integrated and the focus should be on developing robust security measures.

**From your perspective, what role do you see XR technologies playing in preparing employees and trainees for future career opportunities in engineering sectors?**

XR technologies are viewed by most respondents as a way to help prepare employees and trainees for the engineering careers of tomorrow. At first, XR will probably supplement rather than replace physical experiences as a training tool. Eventually, and depending on the nature of a job, 100% of the training could take place in a virtual environment.

XR is compelling for many because it immerses trainees in realistic workplace environments, offering perspectives and experiences that are difficult to obtain otherwise. This hands-on learning enables trainees to learn from the best how their industries are changing and using new tech, arming them with invaluable knowledge of proven processes that also include fundamental tools in today's rapidly moving technological world.

Simulation environments in XR are a key milestone on our way to use them more significantly for training. Although XR is considered a great innovation, there are still those who claim that it may not be necessary for all industries. It has a special application in the machining design or visual thinking, and for training people to work in hostile environments that have inherent health risks.
XR technology has different levels of maturity; some industries view it as a must-have for training, but its capabilities are too primitive today to be useful in many others. For jobs that involve improving communication skills, XR is critical and can even help in the interview itself while underlining non-verbal signals.

Moreover, traditional training techniques are expected to work complementarily with traditional training methods. Training young people in XR using these tools (since they are more familiar with the technology) can help to make it less foreign when incorporating it into training systems. However, the innovativeness of XR in training and education towards an engineering future cannot be underestimated.

**What strategies do you suggest for overcoming potential barriers to the adoption of XR technologies in operational and training settings?**

This complexity requires a multi-faceted approach to address potential barriers to the adoption of XR technologies in both operational and training use cases. Addressing the high costs through limited-time pilot projects can help build a strong business case, demonstrating the benefits and justifying the investment. Moreover, involving stakeholders, especially end-users, in the design and implementation process is crucial. This will facilitate the acceptance of proposed solutions as well as provide end-users with more relevant tools to work on real needs. Technical improvements like increased hardware quality and better content creation are also likely to drive adoption. Educating users on the advantages and providing training on using XR devices will help overcome resistance to change. Additionally, ensuring applications are accessible and systems are robust can address skepticism, particularly among older employees.

**How can XR technologies be effectively integrated into existing activities without disrupting the process?**

One proposed way to integrate XR technologies will be through strategic deployment, starting with pilots that integrate with existing activities and cause no disruption. These first tests help organizations validate use cases, test feasibility, and refine goals with feedback from real-world users. Pilot projects are critical for detecting possible obstacles and implementing adaptations early enough to support a seamless transition without any substantial disruption of regular activities.
Leadership plays a pivotal role in successful XR adoption. Effective managers do more than just support innovation; they help their teams make the change, showing in real terms how XR adds value to processes and operations. They create a culture that is open to new technologies and supports constant change, all while making sure the correct reception mechanisms are in place so XR technology projects match with business purposes.

In addition, the emphasis should always be on the user experience. Keeping XR solutions simple, intuitive, and easy to use can help overcome barriers to disruption while streamlining their adoption by staff or workers through peer-to-peer training. Providing adequate training and support further enhances adoption rates and ensures that individuals feel comfortable using XR tools in their daily tasks. Companies can also maximize the benefits of XR technologies while reducing disruption to their operations and training environments by adopting user-centric designs with a focus on accessibility.

**What are the potential drawbacks or limitations of XR technologies in operational/training contexts, and how can they be mitigated?**

First, the cost of acquiring equipment is a challenge for schools, especially with how quickly technology changes and older hardware becomes obsolete after just a few years. Apart from this, organizations can explore leasing options or technology partnerships with providers for entry-level-priced solutions and invest in scalable ones that allow progress in adoption and upgrade.

Users may also experience motion sickness because there is a lack of standardized approaches across platforms. Enterprises such as the Metaverse Standards Forum work to foster interoperability, a critical factor in ensuring XR experiences are more accessible and comfortable. Providing alternative access points through apps or web links can also broaden accessibility, accommodating users who may struggle with immersive environments.

Moreover, there is a disparity in access to XR technologies, with the developed world having access to XR technologies more easily compared to developing countries. There is going to be a necessity for initiatives that build infrastructure and educational strategies in order to democratize XR tools. This includes fostering experimentation opportunities in educational settings and ensuring that global
education agendas prioritize digital literacy alongside traditional skills, thereby
equipping students worldwide for future technological landscapes.

In addition to these technological and accessibility challenges, there is a need to carefully manage change within organizations. Valid concerns such as resistance to new technologies, perceived distractions, and the time it takes for adaptation can be addressed with robust change management strategies. These plans need to include effective communication strategies, combined with training and the gradual integration of XR technologies within current operational and training workflows that offer minimal disruption for all while reaping the benefits.

How do you foresee the role of XR technologies evolving in operations and/or
training over the next decade?

XR technologies will soon become mainstream in several industries, including an evolution and integration of their role within operations and training over the next decade. These include XR solutions transforming how training happens today by providing remote assistance, augmented reality instruction, and easy content creation tools like Microsoft Guides and Remote Assistance. In the short term, we expect to see XR for professional training becoming commoditized and routine, offering immersive, interactive experiences that will accelerate learning outcomes at scale.

In addition, its role in the wider integration of remote and collaborative working will continue to grow. This ability is especially useful for industries that must handle difficult processes where any errors could have expensive or even hazardous consequences, such as the mechanical and electrical sectors. This movement toward remote and collaborative usage will not only simplify processes but also make training the onboarding process for employees much faster, giving them an easier understanding of intricate workflows and practices.

As XR technologies continue to reach a wider audience, we can expect broader applications and interactions with AI. Complementing XR experiences, this integration will use AI-driven data to serve as a powerful offering in aiding the personalization of training modules and simulation-based scenarios so that the trainees will get effective real-time feedback on their performance. Faster haptic feedback technology has been reported to advance on predictions, allowing for
users to be able to not just visually but also touch the feel of virtual objects, adding yet another layer between AR and VR ecosystems.

At last, while XR seems unlikely to become ubiquitous across all sectors in the next ten years, its ongoing cost reduction and quality/versatility improvements will drive large-scale adoption, at least within manufacturing and engineering as well as healthcare industries. This transformation will change the ways that businesses perform employee training, work together across regions, and develop new products using immersive experiences.

**What opportunities do you see for interdisciplinary collaboration and knowledge sharing facilitated by XR technologies within your sector?**

Most respondents agree that XR technologies present profound opportunities for interdisciplinary collaboration among different sectors. Leveraging XR technologies, people across different disciplines can interface more naturally and efficiently using immersive environments. XR enables professionals to visualize complex concepts and simulations together within a shared virtual space, improving comprehension and enabling more effective interdisciplinary collaboration.

Moreover, experts from diverse locations and regions may specifically convene in digital environments to collaborate on projects, share insights, and solve complex problems in real-time. Not only does it broaden the team of experts, but this also accelerates innovation by integrating diverse perspectives and approaches.

In addition, XR technologies facilitate cross-collaboration across technical expertise and social sciences. The integration of anthropologists, sociologists, and philosophers in XR projects helps to assess the impact of technologies on society. The interdisciplinary nature of this work is necessary for addressing ethical, societal, and inclusive design problems, addressing considerations beyond technical functionalities.

**What strategies do you recommend for evaluating the effectiveness of XR technologies in enhancing training outcomes?**

In order to develop a clear understanding of how XR technologies might be improving training outcomes or not, the organization must initially devise some defined KPIs that will be measurable and that are consistent with their own
established goals. These KPIs should be capable of measuring specific goals (e.g., improving knowledge retention or skill acquisition, operational efficiency in task completion, etc., or user satisfaction with training experience). These metrics must be defined in partnership with relevant stakeholders and leadership to align priorities and the expected results from XR implementation.

The success of XR-enhanced training programs can also be measured by user feedback and satisfaction. Conducting user surveys, interviews, or usability tests to evaluate how learners experience produced XR content provides continuous feedback throughout the process. These feedback mechanisms diagnose usability failures, comprehension levels and highlight focal points that need improvement. By including tools such as QR codes for immediate feedback or post-training evaluation procedures that encourage users to provide optional comments and ratings with their domain-specific knowledge on various aspects of the assessment process. This consolidated user experience collection method enables organizations to continuously iterate on experience design improvements in XR technologies according to specific requirements.

Another suggested method of evaluation is the comparative analysis between XR training and traditional methods. Organizations can measure metrics like task completion times, error rates, and retention of learned material by conducting side-by-side comparisons. These practical evaluations and simulations only serve to compound the evidence that XR training will effectively begin transferring these same skills into real-world situations. Using these methods is a way to measure the incremental value of XR technologies on learning outcomes and operational efficiencies, thus delivering empirical evidence needed for sustaining training investments in time as well as fine-tuning digital learning strategies.

**What steps can organizations take to ensure equitable (inclusive) access to XR technologies for all?**

At first, addressing the financial aspect is crucial to the respondents. Subsidies and grants for XR equipment can make the technology more accessible to less privileged groups, such as employees from low-income backgrounds. Organizations may want to explore funding opportunities in order to reach a broader demographic. Partnering with financial institutions or technology
providers for bulk purchases can also lower costs per unit, making it feasible for
more individuals to acquire XR devices.

Enhancing awareness and education about XR technologies is essential for the respondents. Providing comprehensive information sessions, demos, and training opportunities can demystify these technologies and highlight their potential benefits across various domains, from professional development to personal wellness. This approach not only fosters interest but also ensures that users understand how to effectively utilize XR tools.

Moreover, creating a wide variety of consumer-friendly content is an important step in expanding the reach and usefulness of XR technologies. Finally, as a vehicle for personal growth, XR applications should include exercise and meditation, along with social engagement opportunities. As a result, different user requirements are addressed, and XR tools become more relatable and engaging. Organizations can further their ability to develop and adopt applications and benefits of these technologies by allowing users to experiment with them, thereby creating a culture of innovation.

At last, ensuring that XR experiences are user-friendly and accessible is critical. Intuitive user interfaces and accessibility for persons with disabilities should be integrated in by organizations. XR technologies must be designed in accordance with the universal design principle, so that all people can take advantage of them irrespective of their physical capacities and level skill using technology. Focus marketing efforts on raising public awareness of what XR can do and how it works, as opposed to just trying to sell an experience. Designing an inclusive environment that strengthens the experience created by XR technologies for all users can be achieved through these strategies.

## How do you envision the future integration of XR technologies into mainstream operational/training practices within your sector?

Future integration of XR technologies into mainstream operational and training practice within the electrical and mechanical sectors seems inevitable. As these technologies continue to converge with AI, 5G/6G, and cloud computing, we are seeing the creation of a new web where 3D formats become standard. This convergence makes XR technologies easy to use across various platforms, from headsets and smart glasses to AR and 3D digital worlds in web browsers or game
consoles. The 3D exploration focus will greatly improve training and operational
capabilities within these industries.

The reining element of XR adoption on a large scale will be the balance between
cost and benefit. With XR technologies proving to be less expensive and providing
training effectiveness, they will become more democratized and widely used.
Simulation software will be utilized to help assemble mechanical tools, providing
hands-on training practice without the use of physical materials. Not only will it cut
costs, but the training programs will also be more accessible and safer. The
interesting new insight or viewpoint is that such proven tools apply to mature XR
artifacts already moving out of pure prototyping and proof-of-concept phases into
operational commercial solutions being used on a daily basis.

Although the future looks bright, there are still obstacles to be faced. As XR
technologies progress, safety and privacy remain big concerns too. In order to
protect user safety and the confidentiality of business data, organizations will need
to develop robust protocols to ensure user safety and protect sensitive information.
There are also logistical issues faced due to educational settings, where hygiene
concerns associated with VR helmets must be managed. Providing enough
helmets for everyone to use individually or taking the time necessary to sanitize
them periodically could alleviate these problems. And, as educators and trainers
further adopt XR technologies into their curricula or training regimens and these
tools continue to prove effective, XR will become a mainstream part of operational
and training practices in the electrical and mechanical sectors.

**How do you see XR technologies contributing to environmental sustainability and green initiatives, particularly in terms of reducing carbon footprints or promoting eco-friendly practices?**

Based on the answers of the respondents, XR technologies have a huge potential
to help limit environmental harm and promote the green industry as carbon
emissions are reduced, all of which could aid eco-friendly practices. A key way XR
can help with this is by reducing the demand for physical travel. Using XR as a tool
for remote conferences, training sessions, and collaborative work can replace many
in-person meetings and trips, thereby reducing the carbon emissions related to air
or ground transportation.
On top of that, XR can make an important contribution to sustainability by offering the possibility of prototyping in a digital environment that reduces the need for physical materials and resources. By creating and testing virtual models, organizations can cut down on the waste generated from producing and discarding physical prototypes. This approach is not only better for the environment, but it also means we can get through work faster and with fewer delays in project delivery.

Moreover, the ecological costs of XR technologies should be taken into account along with their environmental benefits. The computing power required to create and sustain digital twins, virtual environments, and AR experiences is significant. Though quantum computing offers a long-term solution, the current consumption of energy by XR's is high and will continue to hold back any possible technological advancement. Accordingly, we need to devise practical measures that provide energy-efficient computing and other ecological means of supporting XR applications so that, in paperless ecosystems, such data centers are able to process but do not leave any carbon footprint.

**Can you discuss any specific features or developments in XR technology that prioritise environmental sustainability, such as energy-efficient hardware, recyclable materials, or virtual collaboration tools that reduce the need for travel?**

A key focus based on the answers of the respondents is lightweight hardware XR devices, with manufacturers aiming at building more power-efficient experiences. One example is how companies such as NVIDIA are making new, more efficient graphics processors that can lower the rendering and real-time collaboration computing power. Smaller, more efficient chips will help improve XR devices to deliver better results with less energy. Some XR devices are even being designed to run on alternative and renewable sources of energy, like solar power, in order to reduce their environmental impact further.

Recyclable materials are another essential innovation. More manufacturers are using eco-friendly materials in the production of their XR devices. This entails the use of recyclable, biodegradable elements too, in an effort to reduce its total environmental footprint. Enterprises are looking at modular designs that allow for
easy upgrades and repairs, which will increase the product lifecycle of these
devices. This will assist to reduce electronic waste as new components can be
implemented rather than replacing entire products outright.

Virtual collaboration tools play a strategic part in raising awareness for sound environmentally responsible behaviors. Virtual meetings, training sessions, or collaborative workspaces can engage participants in an effective way without their physical presence using XR technologies. This decreases carbon emissions from travel and saves time and resources. For example, a machinery supplier can use XR to provide virtual training and support to clients, eliminating the need for on-site visits and reducing the associated carbon footprint.

Similar energy-efficient solutions are being implemented for the data centers and XR cooling systems as well. Inefficient cooling technologies requiring a great deal of energy are being replaced or further supplemented with other types of resources to supply the additional power. That also lowers the global energy demand and makes the environmental impact of the currently required infrastructure that powers XR applications lower.

Another benefit of XR is the reduction of peripheral devices. ransitioning from traditional setups that require multiple peripherals (like keyboards, mice, and monitors) to a single XR headset reduces the production and disposal of electronic devices. Interaction through gestures and voice commands eliminates the need for many traditional input devices, further conserving resources.

**What steps or initiatives do you believe organisations should take to ensure that the adoption and use of XR technologies align with broader environmental goals and contribute positively to a greener future?**

Based on the answers of the respondents, to help ensure XR technologies contribute positively to environmental sustainability, organizations will need a multifaceted approach. First, regulatory standards need to be established. These should include energy efficiency, recyclable materials, and sustainable manufacturing practices for XR hardware. By doing that, organizations will minimize the environmental impact of XR technologies across their life cycle.
Secondly, working with hardware manufacturers and technology providers is important. By collaborating with these stakeholders, organizations can encourage the development of energy-efficient XR devices and promote sustainable practices in production processes.

Moreover, it is important to integrate XR within wider corporate sustainability strategies. This includes mapping XR initiatives to sustainability targets, tracking reductions in carbon footprints, and highlighting how the reduced need for travel can be met through virtual reality.

At last, public advocacy for XR, such as universal standards and public relations campaigns, is an important media event to raise awareness of the industry. This will involve informing stakeholders on the environmental positives of XR, advocating for supportive policies, and promoting research into greener forms of this technology. The measures reiterated above help to maintain a balance where XR technologies not only boost operational efficiency but also drive us towards an environment-friendly future.

**When hiring new employees, is knowledge and skills in XR technologies an asset?**

When it comes to recruiting, views on the advantages and potential necessity of knowledge and skills in XR technologies are mixed between the respondents. Some believe that while XR knowledge can be acquired quickly, its value lies more in the specific applications and ongoing learning mindset rather than static knowledge. They emphasize the importance of continuous updates and adaptability in utilizing XR effectively within evolving technological landscapes.

Others see XR skills as already valuable in their sector, particularly when employees come from non-technical backgrounds, suggesting it enhances cross-disciplinary collaboration and innovation. This viewpoint highlights XR's potential to bridge gaps between traditional education and practical application, underscoring the need for relevant content alongside technological tools.

Moreover, some responses indicate a more cautious approach, mentioning that XR technology's integration into hiring criteria is still under evaluation through pilot projects. They emphasize the importance of foundational knowledge over specific
tool proficiency, implying a need for comprehensive understanding before broad adoption.

At last, while many agree that XR skills can be beneficial, especially within certain sectors or for younger candidates adept at learning new technologies, there's also recognition that its true value lies not just in initial proficiency but in the ability to continuously adapt and innovate within rapidly evolving technological landscapes.

**Do you see any need for a new type of professionals related to XR, for instance "XR designer" or similar?**

Opinions are divided on whether there is a need for a distinct new type of professional like an XR designer. Some argue that existing interaction designers possess the necessary skills to develop user experiences and user interfaces for immersive environments. They emphasize that while XR entails novel interaction methods like biometric inputs (voice commands, gestures), the foundational principles of interaction design remain central.

Conversely, others acknowledge the evolving nature of XR interfaces and advocate for specialized training in XR design aspects. They suggest that while it might not necessitate entirely new professions, XR-specific skills are becoming increasingly important for existing roles, such as designers adapting to new technological demands.

There's also recognition that while the tools themselves may become more user-friendly for non-XR experts, the complexity and potential for innovation in XR may indeed create new avenues for specialized competencies.

**Which barriers do you consider to be the most important ones, limiting your usage of XR technologies?**

**Cost:** Perhaps the biggest barrier to the entry of XR technologies is cost, both in terms of hardware, software, and infrastructure. That means all the up-front costs of getting XR equipment and then the ongoing costs associated with keeping them current.
**Resistance to Change:** This is the biggest challenge with users and organizations resisting new XR-tech, as they are not familiar with or skeptical of their benefit or utility, and also because it might disrupt the existing workflow.

**Infrastructure and Access:** To deploy XR technologies efficiently, there must be robust infrastructure available that includes high-speed internet and compatible devices. The availability of appropriate hardware and software platforms also influences the adoption rate.

**Proving Value and Generating Buy-In:** Stakeholders need hard evidence of the benefits and return on investment (ROI) from using XR applications. Key Performance Indicators (KPIs) setting, and their effective implementation are considered the mandatory preliminary requirements to be fulfilled.

**Regulatory and Content Challenges:** Regulatory environments, as well as the creation content for XR applications, carry additional barriers. The respondents highlighted potential issues such as adhering to standards, ensuring data security, and navigating evolving regulatory frameworks.

**Technological Complexity:** The complexity of XR technologies, including integration with existing systems and ensuring interoperability, can pose hurdles. This complexity also extends to issues like data protocols and compatibility across different platforms.

**How do you envision Alliance4XR supporting trainers in leveraging XR technologies to create inclusive and accessible training experiences for all?**

A respondent's recommendation for Alliance4XR was to adopt a more holistic approach around aiding trainers in implementing XR technology into the learning process. Initially, we would need to emphasize vast awareness campaigns and literacy opportunities for people. This material should come in user-friendly manuals, detailed courses, and online content tailored to creating easy usage and adoption of XR tools. Providing clear technical direction and promoting safe usage, Alliance4XR can greatly demystify the learning curve for novice immersive technology trainers. In addition, highlighting ethical considerations of using XR would protect that gender reflective integrity within and from our educational
space when we use these technologies, embedding in educators and stakeholders
a positive perception.

Also, it would be beneficial to develop robust skills certification programs tailored for XR. They should not only target educators and trainers, but they must also be presented as true educational projects to certify knowledge about the management of XR projects (technical and budget) and educational content. Alliance4XR, in turn, can certify the trainers that they are competent to use XR for training, so it is assured that employers or educational institutions will gain the most from their investment. Certifications will help global interoperability and encourage individuals to trust anyone around the world in relation to XR for education.

Additionally, supporting educators to be able to teach in 3D environments should be a priority based on one respondent. While not an end-to-end solution, Alliance4XR should offer some introductory steps and tools to help it along the way with methods of what has worked well for others in XR education. By enabling this shift, educators can be more willing to adopt XR technologies in their teaching models and improve student engagement as well as learning outcomes.

Finally, showcasing compelling case studies and scenarios related to XR-based
learning in training or education would also be very helpful. The purpose of these
examples is to serve as a clear representation of the benefits of XR within education
and employ cases where it has helped improve learning outcomes, drive
engagement levels, and make content attainable by learners. Through detailing
those successful applications, Alliance4XR should be able to provide models that
teachers and policymakers can use more broadly for educational advancement via
XR technologies.

**4.1.2 Analysis of the findings and insights**

The findings of the in-depth interviews can be summarized in the following topics:

**Transformation of Operational and Training Purposes:** The respondents in industries like education and engineering see XR as having the most significant impact on how we train or operate. In education, where immersive learning environments are a major focus, helps enhance student engagement and comprehension with interactive simulations. Engineering professionals note that
XR facilitates virtual prototyping and simulations, enabling designers to save time on designs and costs from physical prototypes. Likewise, in the medical industry, XR technologies are expected to increase the efficiency of training for surgeries and patient care by creating more realistic simulations of those cases. XR has the ability to send learning further down that continuum because it is designed and optimized for simulating real-world experiences.

**Challenges and Barriers:** Although the potential was observed to be huge, it was noted that some challenges could stop XR from becoming mainstream. One big barrier is cost, especially for smaller organizations and educational institutions with limited budgets. XR adoption was also restricted by the resistance to change and the need for cultural shifts in enterprises. Further comments were made about the need for fine-tuned integration to make XR systems easier-to-use for end-users that come with several software and hardware development complexities, also requiring a specialized skill set, reflecting common hurdles seen in adopting those technologies.

**Inclusivity and Accessibility:** There is a growing recognition between our respondents, regarding the importance of inclusivity and accessibility in XR applications. It was clear that respondents are looking for XR solutions to provide varied options, from accessible tools that could be used by people with disabilities to learners with specific learning requirements. The value of standards and guidelines in ensuring XR is accessible to everyone was discussed, echoing a call for universal design principles and user-centered approaches during the development process.

**Environmental Impact:** Discussions around XR's environmental impact revealed contrasting views. Although XR enables carbon footprint reduction by avoiding travel through virtual collaboration and training, it was noticed that energy use, especially in data processing and server infrastructure essential to powering these XR technologies, is high. These issues will require breakthroughs in energy-efficient hardware as well as best practices for green XR throughout the lifecycle of these new technologies.

**Skills and Workforce Development:** As XR technologies are evolving, there is also a need for an organized workforce to make effective use of resources in training
and assessing them. Most of the respondents agree on the importance of specific roles, such as XR designers who comprehend specialized requirements within immersive environments. Further, the need for lifelong learning and upskilling is key to keeping pace with technological advancements and realizing the potential that XR has to offer across sectors.

## 4.2 Questionnaire: eXtended Reality state and needs for Education & Training

The main objective of the questionnaire is to identify additional market needs not covered by the desk study and the interviews. The questionnaire is primarily addressed to existing XR practitioners and is aiming to identify market needs at a more detailed level. The questions covered by this survey include:

* Are the respondents representatives of the target group?

* Are XR technologies efficient and effective?

* How do you foresee the future of XR technologies?

* What are the main barriers for implementing XR technologies?

* Which contributions can XR technologies provide to the development of the green deal?

In the following section, the statistics, and the analysis of findings of the questionnaire are presented. In total, **the survey collected 89 answers** from industry and academia stakeholders. In 4.2.1, the statistics of the questionnaire for Likert scale (1= Not at all, 5=Extremely) or Yes/No questions are presented. In 4.2.2, the open-ended questions are presented.

### 4.2.1 Statistics of the questionnaire

**How familiar are you with eXtended Reality (XR) technologies and their usage in your sector/domain?**

Arithmetic mean: 3.79 Standard deviation: 1.29
<figure><img src="image_192.png" /><figcaption>Figure 1 How familiar are you with eXtended Reality (XR) technologies and their usage in your sector/domain?</figcaption></figure>

**What is your current sector/occupation or what industrial sector do you target?**

<figure><img src="image_193.png" /><figcaption>Figure 2 What is your current sector/occupation or what industrial sector do you target?</figcaption></figure>
**How familiar are you with game engines such as Unity and/or Unreal?**

Arithmetic mean: 3.27 Standard deviation: 1.59

<figure><img src="image_194.png" /><figcaption>Figure 3 How familiar are you with game engines such as Unity and/or Unreal?</figcaption></figure>

**Do you have any programming and/or 3D modeling skills?**

<figure><img src="image_195.png" /><figcaption>Figure 4 Do you have any programming and/or 3D modeling skills?</figcaption></figure>
**How familiar are you with the cost of software and hardware for an XR installation?**

Arithmetic mean: 3.31 Standard deviation: 1.53

<figure><img src="image_196.png" /><figcaption>Figure 5 How familiar are you with the cost of software and hardware for an XR installation?</figcaption></figure>

**To what extent has your institution integrated XR technologies into operational and training activities?**

Arithmetic mean: 2.79 Standard deviation: 1.33
<figure><img src="image_197.png" /><figcaption>Figure 6 To what extent has your institution integrated XR technologies into operational and training activities?</figcaption></figure>

*To what extent has your institution integrated XR technologies into other activities (e.g. hiring process, demonstrations, experimental design)?*

Arithmetic mean: 2.56 Standard deviation: 1.31

<figure><img src="image_198.png" /><figcaption>Figure 7 To what extent has your institution integrated XR technologies into other activities (e.g. hiring process, demonstrations, experimental design)?</figcaption></figure>
**Based on your experience, how effective do you observe XR technologies are in the enhancement of operational and training activities?**

Arithmetic mean: 3.81 Standard deviation: 1

<figure><img src="image_199.png" /><figcaption>Figure 8 Based on your experience, how effective do you observe XR technologies are in the enhancement of operational and training activities?</figcaption></figure>

**How effective do you believe or envision XR technologies to be in the enhancement of operational and training activities?**

Arithmetic mean: 4.27 Standard deviation: 0.69
<figure><img src="image_200.png" /><figcaption>Figure 9 How effective do you believe or envision XR technologies to be in the enhancement of operational and training activities?</figcaption></figure>

How skilled are you with XR technologies to estimate their potential to support co-localized and/or remote collaborative activities?

Arithmetic mean: 3.6 Standard deviation: 1.26

<figure><img src="image_201.png" /><figcaption>Figure 10 How skilled are you with XR technologies to estimate their potential to support co-localized and/or remote collaborative activities?</figcaption></figure>
**How likely is your institution to incorporate XR technologies into its operations and training programmes in the near future?**

Arithmetic mean: 3.44 Standard deviation: 1.08

<figure><img src="image_202.png" /><figcaption>Figure 11 How likely is your institution to incorporate XR technologies into its operations and training programmes in the near future?</figcaption></figure>

**Has your institution sufficient resources to integrate XR technologies into your operational and training practices?**

Arithmetic mean: 3.3 Standard deviation: 1.16
<figure><img src="image_203.png" /><figcaption>Figure 12 Has your institution sufficient resources to integrate XR technologies into your operational and training practices?</figcaption></figure>

Rate the usability of XR content creation tools (e.g., Unreal, Unity) for trainers

Arithmetic mean: 3.12 Standard deviation: 1.19

<figure><img src="image_204.png" /><figcaption>Figure 13 Rate the usability of XR content creation tools (e.g., Unreal, Unity) for trainers</figcaption></figure>
Rate the level of internal and/or external to your institution support and
resources available for implementing XR technologies in training
programmes.

Arithmetic mean: 2.93 Standard deviation: 1.13

<figure><img src="image_205.png" /><figcaption>Figure 14 Rate the level of internal and/or external to your institution support and resources available for implementing XR technologies in training programmes.</figcaption></figure>

How satisfied are you with the ongoing professional development opportunities related to XR technologies?

Arithmetic mean: 3.01 Standard deviation: 1.03
<figure><img src="image_206.png" /><figcaption>Figure 15 How satisfied are you with the ongoing professional development opportunities related to XR technologies?</figcaption></figure>

*How likely are you to seek out professional development opportunities to improve your understanding and proficiency in XR technologies?*

Arithmetic mean: 3.33 Standard deviation: 1.13

<figure><img src="image_207.png" /><figcaption>Figure 16 How likely are you to seek out professional development opportunities to improve your understanding and proficiency in XR technologies?</figcaption></figure>
**To what extent do you believe XR technologies can enhance practical skill development in operational and training contexts?**

Arithmetic mean: 4.27 Standard deviation: 0.72

<figure><img src="image_208.png" /><figcaption>Figure 17 To what extent do you believe XR technologies can enhance practical skill development in operational and training contexts?</figcaption></figure>

**To what extent do you believe XR technologies can enhance validation of skills and evaluation processes for the hiring process in operational contexts?**

Arithmetic mean: 3.64 Standard deviation: 1.01
<figure><img src="image_209.png" /><figcaption>Figure 18 To what extent do you believe XR technologies can enhance validation of skills and evaluation processes for the hiring process in operational contexts?</figcaption></figure>

Rate the scalability of XR technologies for operational and training purposes

Arithmetic mean: 3.85 Standard deviation: 0.94

<figure><img src="image_210.png" /><figcaption>Figure 19 Rate the scalability of XR technologies for operational and training purposes</figcaption></figure>
**How satisfied are you with the level of data privacy and security measures implemented within XR technology platforms used for operational and training purposes?**

Arithmetic mean: 2.94 Standard deviation: 0.88

<figure><img src="image_211.png" /><figcaption>Figure 20 How satisfied are you with the level of data privacy and security measures implemented within XR technology platforms used for operational and training purposes?</figcaption></figure>

**Rate the degree of customisation and personalisation options available in XR learning experiences.**

Arithmetic mean: 3.26 Standard deviation: 1.04
<figure><img src="image_212.png" /><figcaption>Figure 21 Rate the degree of customisation and personalisation options available in XR learning experiences.</figcaption></figure>

How would you rate the usability of XR technologies for trainers with varying levels of technical expertise?

Arithmetic mean: 3.07 Standard deviation: 0.99

<figure><img src="image_213.png" /><figcaption>Figure 22 How would you rate the usability of XR technologies for trainers with varying levels of technical expertise?</figcaption></figure>
**How would you rate the effectiveness of XR technologies in facilitating real-world simulations for industrial training purposes?**

Arithmetic mean: 4.04 Standard deviation: 0.89

<figure><img src="image_214.png" /><figcaption>Figure 23 How would you rate the effectiveness of XR technologies in facilitating real-world simulations for industrial training purposes?</figcaption></figure>

**Rate the overall impact of XR technologies on the quality of training delivered within your institution/organisation.**

Arithmetic mean: 3.2 Standard deviation: 1.24
<figure><img src="image_215.png" /><figcaption>Figure 24 Rate the overall impact of XR technologies on the quality of training delivered within your institution/organisation.</figcaption></figure>

Are you aware of any companies within your sector using VR/AR as a training/operations platform?

<figure><img src="image_216.png" /><figcaption>Figure 25 Are you aware of any companies within your sector using VR/AR as a training/operations platform?</figcaption></figure>
Are you aware of any operations at your department that already use XR tools?

<figure><img src="image_217.png" /><figcaption>Figure 26 Are you aware of any operations at your department that already use XR tools?</figcaption></figure>

Are you aware of companies using XR training enhanced-learning experiences to train new hires or upskill experienced technicians?

<figure><img src="image_218.png" /></figure>
**Figure 27 Are you aware of companies using XR training enhanced-learning experiences to train new hires or upskill experienced technicians?**

**Would you be interested in a solution that adopts XR technologies in your professional sector?**

<figure><img src="image_219.png" /><figcaption>**Figure 28 Would you be interested in a solution that adopts XR technologies in your professional sector?**</figcaption></figure>

**How confident would you feel in using XR technology at your workplace?**

Arithmetic mean: 4 Standard deviation: 0.98
<figure><img src="image_220.png" /><figcaption>Figure 29 How confident would you feel in using XR technology at your workplace?</figcaption></figure>

Are you familiar with the EU policy about green skills included in the
“European Green Deal”?

<figure><img src="image_221.png" /><figcaption>Figure 30 Are you familiar with the EU policy about green skills included in the
“European Green Deal”?</figcaption></figure>
Are you familiar with the EU policy about digital skills included in the "EU Digital Decade"?

<figure><img src="image_222.png" /><figcaption>Figure 31 Are you familiar with the EU policy about digital skills included in the "EU Digital Decade"?</figcaption></figure>

Have you noticed any impact from the utilisation of XR technologies in decreasing carbon footprint and CO2 emissions?

<figure><img src="image_223.png" /></figure>
**Figure 32 Have you noticed any impact from the utilisation of XR technologies in decreasing carbon footprint and CO2 emissions?**

**Have you observed any influence of employing XR technologies in mitigating carbon footprint and CO2 emissions?**

<figure><img src="image_224.png" /><figcaption>**Figure 33 Have you observed any influence of employing XR technologies in mitigating carbon footprint and CO2 emissions?**</figcaption></figure>

**In your opinion, how significant do you believe it is for a candidate to possess fundamental XR skills during the hiring process?**

Arithmetic mean: 3.21 Standard deviation: 0.99
<figure><img src="image_225.png" /><figcaption>Figure 34 In your opinion, how significant do you believe it is for a candidate to possess fundamental XR skills during the hiring process?</figcaption></figure>

**How important is competence in XR technologies within the next 5 years for your institution?**

Arithmetic mean: 3.71 Standard deviation: 1.18

<figure><img src="image_226.png" /><figcaption>Figure 35 How important is competence in XR technologies within the next 5 years for your institution?</figcaption></figure>
What gender do you identify as?

<figure><img src="image_227.png" /><figcaption>Figure 36 What gender do you identify as?</figcaption></figure>

What is your age?

<figure><img src="image_228.png" /><figcaption>Figure 37 What is your age?</figcaption></figure>

What is the highest degree or level of education you have completed?
<figure><img src="image_229.png" /><figcaption>Figure 38 What is the highest degree or level of education you have completed?</figcaption></figure>

What is your current employment status?

<figure><img src="image_230.png" /><figcaption>Figure 39 What is your current employment status?</figcaption></figure>

In which country are you currently living?
<figure><img src="image_231.png" /><figcaption>Figure 40 In which country are you currently living?</figcaption></figure>

### 4.2.2 Analysis of the findings the insights

**Are you aware of any companies within your sector using VR/AR as a training/operations platform? If yes, can you name the companies?**

This question contained several answers, such as "Betar, CCG, IP, Spotlite", "BasisSoft", "Valmet Automation, Varcus (maritime-related)", "Flens, Kommun, Strängnäs", "BMW", "Siemens", and "Volkswagen".

**Are you aware of companies using XR training enhanced-learning experiences to train new hires or upskill experienced technicians? If yes, can you name the companies?**

This question contained several answers, such as "CCG", "Walmart", "Trimble", "KLM", "Boeing", "SAAB", "Wärtsilä", "Airbus", and "Meta".

**In your opinion, what are the key factors that contribute to the successful adoption of XR technologies in operational or training programmes?**

This question contained several answers, and the common suggestions can be summarized in the following bullets:

* **Clear objectives** and alignment with organizational goals.
* **User engagement** through realistic and interactive content.

* **Proper training** and support for educators and users.

* **Usability** and accessibility to ensure broad adoption.

* **Technological infrastructure** that supports versatile and scalable solutions.

* **Financial feasibility** with clear cost-benefit analysis.

* **Demonstrated value** through measurable outcomes.

* **Data security** to protect sensitive information.

* **Organizational culture** that embraces innovation.

* **Collaboration** with experienced partners.

* **Innovation** in applications to maintain interest and relevance.

* **Environmental considerations** for sustainable practices.

**What are the main barriers for a successful implementation of XR technologies in your organization?**

This question contained several answers, and the common suggestions can be summarized in the following bullets:

* **High costs** and budget limitations hinder widespread adoption.

* **Hardware and compatibility** issues complicate implementation.

* **Insufficient training** and expertise in XR technologies.

* **Resistance to change** and cultural inertia.

* **Difficulty and cost** of developing high-quality **content**.

* **Challenges** in integrating XR with existing systems.

* **Infrastructure limitations** and scalability concerns.

* **Ensuring data privacy** and security.

* **Limited awareness** and perceived relevance of XR.

* **Ergonomic issues** and non-user-friendly devices.

**Do you think XR can enhance green skills? If so, how?**

This question contained several answers, and the common suggestions can be summarized in the following bullets:

* **Virtual Prototyping and Sustainable Design.**

* **Interactive and Immersive Training** for green technologies and practices.

* **Remote Collaboration** reducing travel and resource use.

* **Raising Awareness** and promoting sustainable behaviors.
* **Efficient Data Visualization** aiding in environmental decision-making.

**What challenges do you foresee in integrating XR technologies into existing operational or training methodologies?**

This question contained several answers, and the common suggestions can be summarized in the following bullets:

* **High costs** for acquisition, maintenance, and content development.

* **Compatibility, performance**, and infrastructure requirements.

* **Need for skilled professionals** and extensive training.

* **Overcoming cultural resistance** and health concerns.

* **Complexity and resource intensity** of developing quality content.

* **Robust internet**, processing power, and physical space.

* **Ensuring data privacy** and regulatory compliance.

* **Scaling solutions** and achieving standardization.

* **Smooth integration** with existing systems.

* **Assessing impact** and ROI.

* **Compliance** with regulations and administrative procedures.

**Can you provide examples of successful implementations of XR technologies in operations or training that you've encountered?**

This question contained several answers, and the common suggestions can be summarized in the following bullets:

**Companies:** Boeing, Volkswagen, Ford, Skasnka, IKEA, BP, US Army, Shell, Iscte, TNO, Fundtec.

1. **Healthcare:** Enhanced medical training and procedural simulations.

2. **Aviation:** Improved pilot and maintenance training with VR.

3. **Manufacturing:** AR and VR for assembly, maintenance, and design processes.

4. **Construction:** VR for project planning and virtual walkthroughs.

5. **Retail:** AR for better customer visualization and decision-making.

6. **Military:** VR combat simulations for training and readiness.

7. **Energy:** VR safety training and emergency response simulations.

8. **Education:** XR for interactive learning and engagement.

9. **Emergency Services:** VR training for firefighters and paramedics.
10. **Automotive and Construction:** Use of digital twins and VR for design and training.

## Familiarity and Skills

* The average familiarity is moderately high (3.79), but the standard deviation (1.29) indicates varied levels of familiarity among respondents.

* There is moderate familiarity with game engines like Unity and Unreal (3.27) with a high variability (1.59), suggesting significant differences in individual experiences.

* Respondents have moderate awareness of the costs associated with XR installations (3.31), with a notable variability (1.53).

## Institutional Integration and Effectiveness

* The integration level is relatively low (2.79), with high variability (1.33). Similarly, integration in other activities is also low (2.56), indicating limited adoption.

* Respondents observe XR as effective in enhancing operational and training activities (3.81) and envision even higher effectiveness (4.27) with lower variability (0.69).

## Institutional Readiness and Support

* Institutions are moderately likely to incorporate XR technologies in the near future (3.44) with a moderate degree of variability (1.08).

* There is moderate agreement on having sufficient resources (3.3), with variability (1.16) indicating some institutions may face resource constraints.

* The support level is moderate (2.93) with a moderate variability (1.13), suggesting inconsistent availability of support across institutions.

## Usability and Satisfaction

* The usability is moderate (3.12) with variability (1.19), indicating mixed experiences among trainers.

* Respondents are moderately satisfied (3.01) with available professional development opportunities, showing some room for improvement.

## Potential and Customization
* High belief in XR's potential for skill enhancement (4.27) and moderate belief for validation in hiring processes (3.64).

* XR technologies are perceived as moderately scalable (3.85) and offer moderate customization options (3.26).

## Data Privacy and Security

* Respondents are moderately satisfied (2.94) with the current measures, indicating an area for improvement.

## Overall Impact and Interest

* The perceived impact on training quality is moderate (3.2) with high variability (1.24).

* High interest in adopting XR solutions (4.0), and respondents feel moderately confident in using XR technologies (4.0).

## Findings and Gaps

1. There is a significant range in familiarity and technical skills related to XR technologies, indicating a need for tailored training programs.

2. Low current integration levels highlight a gap in the adoption of XR technologies in operational and training activities.

3. There is a discrepancy between the perceived potential and actual integration, suggesting barriers to implementation.

4. Moderate to low ratings on resource sufficiency and support indicate gaps in institutional readiness and external assistance.

5. Mixed experiences in usability and customization suggest a need for more user-friendly and adaptable XR tools.

6. Moderate satisfaction with data privacy and security measures points to a need for enhanced security protocols.

## Needs and Recommendations

1. Develop and provide comprehensive training programs to bridge the knowledge gap and improve technical skills among users.

2. Increase investment in resources and provide better institutional support to facilitate XR technology integration.
3. Focus on developing more intuitive and customizable XR tools to cater to users with varying levels of technical expertise.

4. Implement robust data privacy and security measures to build trust and ensure the safe use of XR technologies.

5. Promote the benefits and effectiveness of XR technologies through pilot projects and success stories to encourage wider adoption.

## Highly Significant Positive Correlations ( > 0.7)

1. Familiarity with game engines vs. Familiarity with the cost of software and hardware for XR installation

Correlation: 0.81

This very high correlation suggests that individuals who are familiar with game engines are also highly knowledgeable about the costs of XR installations. This is intriguing because it implies a deep level of engagement with both the technical and financial aspects of XR technologies, which are often handled by different roles within an organization.

2. Familiarity with game engines vs. Skill with XR technologies to estimate their potential for collaborative activities

Correlation: 0.76

The strong correlation indicates that familiarity with game engines is closely tied to the overall skill in using XR technologies. This might suggest that mastering game engines is a key factor in becoming proficient with XR technologies, which could be a valuable insight for developing training programs.

3. Familiarity with the cost of software and hardware for XR installation vs. Skill with XR technologies to estimate their potential for collaborative activities

Correlation: 0.77

4. Effectiveness of XR technologies in enhancing operational and training activities vs. Belief in XR's potential to enhance practical skill development

Correlation: 0.73
This high correlation highlights a strong belief in the practical applications of XR
technologies. It is surprising in the sense that it shows a direct and strong link
between current effectiveness and future potential, indicating that experiences
with XR are overwhelmingly positive and influential in shaping expectations.

5. **Skill with XR technologies to estimate their potential for collaborative activities vs. Confidence in using XR technology at the workplace**

*Correlation: 0.74*

Correlation: 0.74

6. Familiarity with EU policy about green skills vs. Familiarity with EU policy about digital skills

Correlation: 0.70

The correlation between awareness of these two distinct policy areas suggests that
individuals who are informed about one policy are very likely to be informed about
the other, hinting at a potentially well-informed respondent group or effective
dissemination of related policy information.

7. Noticing impact from XR utilization in reducing carbon footprint vs. Observing influence of XR in mitigating carbon footprint

Correlation: 0.74

The strong correlation highlights a consistent perception among respondents that
XR technologies have environmental benefits. This suggests that the
environmental impact of XR technologies is a well-recognized and potentially
motivating factor for adoption.

**Significant Positive Correlations (0.5 - 0.7):**

1. Belief in XR effectiveness in enhancing operational and training activities vs. XR's potential to support co-localized and/or remote collaborative activities

Correlation: 0.54

There are no significant negative correlations with an absolute value greater than 0.5. This indicates that the variables in the dataset do not exhibit strong inverse relationships.
# 5 DISCUSSION

## 5.1 Interpretation of results and their implications

First, the respondents of the questionnaire and the in-depth interviews seem to be the representatives of the target group. They shared insights spanning construction, healthcare, manufacturing, energy, education, emergency services, and more. Experiences and examples call for direct engagement with XR technologies, making their feedback pertinent and comprehensive.

Moreover, various sector representatives have realized the potential benefits that XR technologies can provide. VR training for pilots and AR assisting assembly processes from Boeing, Volkswagen, and the Cleveland Clinic's HoloAnatomy platform show that XR can improve learning outcomes, decrease error rates, and be a more engaging way to learn while just adding up efficiencies. These various successful use cases demonstrate the capability of XR to enhance operational efficiencies and training outcomes.

As the technology matures and its accessibility increases, we will probably see wider adoption in more industries. Macrotrends, some being AI integration for better content creation and experiences, rising accessibility with cheaper yet intuitive systems, more scalability thanks to infrastructure refinements, along with advanced training and simulation in support of real immersive environments, as well as remote collaboration work tools, are something that would shape AR/VR usage ahead.

Based on the outcome of the survey and the in-depth interviews, the main barriers to implementing XR technologies include high initial costs for hardware, software, and content development, technical complexity in integrating XR with existing systems and ensuring compatibility, user resistance and lack of expertise, the need for high-quality and engaging content, infrastructure requirements such as robust internet and processing power, health and safety concerns like eye strain and motion sickness, and data privacy and security issues in handling sensitive information.
Lastly, XR technologies can also contribute to the development of the green deal,
largely reducing travel through remote collaboration and virtual meetings, hence
leading to a reduction in carbon emissions caused by travel. This means they can
train in an efficient way that requires fewer physical materials and, thus, less space
for training areas or simulators, resulting in reduced resource consumption. XR also
enables sustainable design and manufacturing with virtual prototyping, which can
reduce waste while nearly touching on all the resources used in a product. On the
other hand, XR might enable direct interactive environmental education alongside
immersive telepresence to raise awareness of the environment and sustainability.
Virtual simulations can also aid in the design of more energy-efficient industry
processes and systems in sectors like construction or manufacturing.

**5.2 Broader contributions of XR in education and training**

The introduction of XR technologies in education and training has enabled the
next generation of immersive, hands-on learning, capitalizing on authentic 3D-
based resources, and also balancing the education sector and industrial sector,
making them reach the current demands and trends from each other. XR enables
VR, which is an artificial environment created with software; AR, which is the
blending of virtual reality and real-life; and MR, which involves combining elements
of both AR and VR<fnref n="7" />.

The most significant contribution XR has brought to education is enhancing
student engagement and motivation. By creating immersive environments, XR
allows learners to experience subjects in a more interactive and engaging
manner<fnref n="8" />. For example, in subjects like history or science, students can take a tour
of historical sites or visualize biological processes in 3D, making abstract concepts
tangible and easier to understand. The students are more engaged in the learning
process, they actively participate and therefore retain and comprehend what is
studied much better.

XR in VET gives students a safe place to learn, practice and hone their skills.
Simulations of hazardous tasks, such as those in medical, military, or industrial

<footnote n="7">⁷https://op.europa.eu/en/publication-detail/-/publication/f242f605-a82e-11ed-b508-01aa75ed71a1</footnote>

<footnote n="8">⁸ doi: 10.11113/humentech.v1n2.27</footnote>
training, allow trainees to gain experience without the associated risks<fnref n="9" />. Medical students can perform virtual surgeries, and firefighters can practice emergency scenarios. This experiential learning not only builds competence but also enhances confidence and preparedness for real-world applications.

XR also supports personalized learning paths by adapting to individual learning styles and paces<fnref n="10" />. With XR, educators can create customized training modules that cater to the specific needs of each student, ensuring that learners receive the most relevant and effective instruction. This adaptability is particularly beneficial in diverse classrooms where students may have varying levels of prior knowledge and skills.

Moreover, collaboration and teamwork are critical skills in today's professional landscape, and XR fosters these competencies through collaborative virtual environments. Students and trainees can work together in shared virtual spaces, regardless of their physical locations. This capability is especially valuable in globalized education and training programs, where cross-cultural collaboration and communication are essential.

The development of XR technologies is also more cost-effective and resource-efficient for education and training use cases. Traditional methods often require physical materials, equipment, and travel, which can be cumbersome, expensive to use, and logistically difficult. By enabling virtual labs, simulations, and field trips via XR, resource costs are heavily reduced as the same level of training can be provided with fewer physical resources.

XR also brings the possibility of democratization in education, which means giving everyone access to high-quality learning. This means that the same immersive and interactive content can be experienced by students in remote or underserved areas as the ones at universities with large research capacities<fnref n="11" />. This inclusionary practice builds pathways to education and promotes universal learning among all.

Lastly, the use of XR in education and training aligns with the principles of lifelong learning. As industries and technologies evolve, continuous education and

<footnote n="9">⁹ https://doi.org/10.1177/00178969231198955</footnote>

<footnote n="10">¹⁰ doi: 10.4018/IJWLTT.286743</footnote>

<footnote n="11">¹¹ doi: 10.1063/5.0127818</footnote>
upskilling become necessary. XR facilitates ongoing professional development by providing flexible, on-demand training solutions that professionals can access throughout their careers.

# 6 CONCLUSION

## 6.1 Summary of major conclusions

XR technologies are perceived as being extremely transformative across a broad spectrum of industries, particularly in the areas of education, engineering, and maritime. In addition, XR can also be used to improve operations and indulge in
learning and skill-development activities by providing immersive experiences
through virtual training environments while allowing for the creation of realistic
prototypes and simulations.

Although the potential is recognized, there are numerous challenges and barriers
impeding a broader adoption of different types of XR technologies. These include
high costs, resistance to change, integration complexities, and the need for
specialized technical skills.

There is increased awareness about the necessity of ensuring XR applications are inclusive catering for many user needs, as well as accessible. It is important that XR applications are developed using universal design principles and user-centered approaches.

The environmental impact of XR technologies is a mixed topic, with both positive and negative aspects. While XR can decrease carbon footprints through virtual collaboration and training, the high energy use of data processing and infrastructure is a concern that requires further advancements in energy-efficient hardware and green XR practices.

The adoption of XR technologies necessitates the development of a specialized workforce with skills in areas such as XR design, development, and assessment. Continuous learning and upskilling will be essential to keep pace with the technological advancements in the XR field.

The analysis of correlations revealed several strong positive relationships, such as the link between familiarity with game engines and cost awareness, as well as the connection between XR effectiveness and the belief in its potential for practical skill development. These insights can inform the design of targeted training and support programs.

**6.2 Future directions and recommendations**

The rise of XR technologies in the future will present transformative opportunities for various sectors. Some of the key trends are improved hardware performance, increased accessibility, advancements in sensing and tracking technologies, and seamless integration of multimodal interactions. These technological
advancements will enable more immersive and intuitive XR experiences, driving broader adoption.

In the future, as technology advances, we can expect XR to disrupt education and training with highly personalized, interactive, and engaging learning experiences. In the healthcare sector, XR will have a significant role in medical training, remote patient monitoring, and therapeutic intervention. In the same way, XR will enhance the shopping experience in retail and e-commerce, re-shape design and maintenance processes in manufacturing and engineering, and redefine the boundaries by creating new worlds for immersive storytelling or gaming.

Moreover, the convergence of spatial computing and artificial intelligence (AI) will be a driving force behind the next wave of XR innovation. AI-powered spatial mapping and reconstruction will enable more seamless integration of virtual content with the physical world, while AI-driven adaptive interfaces and personalized content will enhance the user experience and engagement. Additionally, AI-powered virtual agents and assistants will facilitate more natural and intuitive interactions within XR environments.

As XR technology becomes more pervasive, it is crucial to prioritize user-centric design and address ethical considerations. Providing inclusive and accessible XR experiences, resolving privacy issues, and responsible development and deployment of XR technology are needed to limit negative impacts on society. To capitalize on the future potential of XR, various stakeholders, including educators, industry leaders, policymakers, and technology providers, should collaborate to drive innovation, enhance user experiences, and unlock new opportunities across diverse sectors.

# 7 ANNEX

## 7.1 APPENDIX 1 Introductory text and privacy policy of the questionnaire

**Alliance4XR** is set on co-creating and testing a well-tailored teaching and training methodology and material for empowering universities, vocational and training
centers to successfully address the challenge of XR digital skills mismatch with a
focus in engineering.

Project Coordinator:

Mr. **Konstantinos Smagas**, Project Manager, GEOIMAGING LIMITED

Email: kostas@geoimaging.com.cy

Principal Investigator:

Ms. **Electra Tsaknaki** Research Assistant at CERTH/ITI Thessaloniki (Greece) M.Sc
in Big Data Analytics, B.Sc in Applied Informatics

Email: ilektratsaknaki@gmail.com

Scientific supervisors:

Dr. **Marco Sacco** Head of CNR-STIIMA subsidiary in Lecco Smart and Human Centered Living Environment, Institute of Intelligent Industrial Technologies and Systems for Advanced Manufacturing, National Research Council of Italy

Email: marco.sacco@stiima.cnr.it

Dr. **Patrick Bourdot** Research Director at CNRS Founder of the VENISE V&AR team
(https://www.limsi.fr venise/) Université Paris-Saclay, LISN, Orsay (France)

Email: patrick.bourdot@universite-paris-saclay.fr

Survey location and procedure:

You have been invited by email to participate in a survey called "**eXtended Reality state and needs for Education & Training**", and before starting, to fill and sign electronically a consentment agreement by ticking the boxes in the last part of this page. Answers collected during the survey will stay fully anonymous.

Goal of the study:

The study focuses on understanding the current status (state) and requirements
(needs) concerning eXtended Reality (XR) technology in the context of education
and training. By eXtended Reality (XR) we target a set of technologies from Virtual
Reality (VR) to Mixed Reality (MR) including Augmented Reality (AR), according to
the [reality-virtuality continuum conceptualized by Milgram, Takemura, Utsumi,
and Kishino (1994)](). More specifically, with VR technology users may experiment
immersive interaction within environments fully composed of virtual content,
while with AR or MR technologies users experiment such interaction in an
environment blending virtual elements in the real world.

What we are expecting from you:

The full duration to answer the questions of this survey is about 10 minutes. Some
answers will be simple Yes/No, some will be to scale a rating, and some others will
expect synthetic descriptions of examples (about 2-3 sentences, maximum).

If you face any issues or if you need additional information, you can contact
info@alliance4xr.eu

Participation cost: There is no cost for the participant for the involvement in this study.

How will your data be used?

Your data will be used solely for research purposes to assess how XR is currently
being used, what its potential applications are, and what specific needs or
challenges exist in integrating XR into educational and training settings. The data
obtained will be confidential. Each participant will be assigned a unique identifier
preserving their anonymity. The data automatically captured during the
experiment will be linked to this unique identifier and cannot be linked directly to
your identity.

How will your confidentiality and privacy be protected?

The personal data specified in this document will be kept in a secure location in
order to guarantee your rights of withdrawal and rectification. Only the Principal
Investigator and the Scientific Supervisors will have access to it. Although statistics
on all participants may use the specified age and gender information in the
aggregate, your identity will not be used or communicated in any way. In
accordance with the provisions of the Data Protection Act, you may exercise your
rights of access, rectification or deletion of data concerning you by simple request
to the scientific manager of the project.

Benefits of the study: Discovery of XR technologies state, needs and use cases scenario for Learning and Training

Possible risks of the study: no risk
**Diffusion/Dissemination:**

The results of this study will be presented in some reports as official deliverables of the Alliance4XR project to the ERASMUS+ program and at the European Commission. Moreover, it may be presented in academic conferences or symposia, and published in academic journal articles and conference proceedings.

**Rights to ask questions:**

You can ask questions about the research before and after your participation by contacting by email the Principal Investigator and/or the Scientific supervisors of this survey.

**Right to refuse or withdraw:**

Your participation is not forced. You can stop the research at any time if you wish. Consent is provided for 6 months until it is revoked by sending an e-mail to the Principal Investigator or the Scientific Supervisors or by sending the application form enclosed at the end of this document to the address of the coordinator of the research/scientific. The right to withdraw consent at any time does not affect the lawfulness of the processing based on the consent given before its withdrawal.

**Data managing:**

The data collected within the survey will be stored for six (6) months after the completion of the study, and followed by their permanent deletion. The processing of your personal data is based on consent to this processing for a specific purpose. Your personal data will be codified and saved at computers in accordance with appropriate technical and organizational measures. You have the right to access to or rectification or erasure of your personal data or restriction of processing concerning your data or to object to processing as well as the right to data portability. For such request or any enquiry or guidance regarding your rights, you could send an email to the Principal Investigator or the Scientific Supervisors. Any change in your personal data will take place within 30 days of your communication with the Principal Investigator.

**Consent to Participation:**

By signing the consent form, you certify that you have read and understood the information above, that the Principal Investigator has answered your questions
satisfactorily and that she has informed you that you are free to withdraw your
consent or withdraw from this survey at any time, without prejudice.

Questionnaire:
## Section A:

**A1. How familiar are you with eXtended Reality (XR) technologies and their usage in your sector/domain?**

I = Not at all, 5 = Extremely

1 ☐

2 ☐

3 ☐

4 ☐

5 ☐

**A2. What is your current sector/occupation or what industrial sector do you target?**

You can select at least one or several sectors

Vocational Education and Training (VET) ☐

Higher Education Institution (HEI) ☐

Structural engineering ☐

Energy ☐

Maritime ☐

Other ▼

Other

<figure><img src="image_232.png" /></figure>

**A3. How familiar are you with game engines such as Unity and/or Unreal?**

I = Not at all, 5 = Extremely

1 ☐

2 ☐

3 ☐

4 ☐

5 ☐

**A4. Do you have any programming and/or 3D modeling skills?**

Yes ☐
No

<figure><img src="image_233.png" /></figure>

**A5. How familiar are you with the cost of software and hardware for an XR installation?**

I = Not at all, 5 = Extremely

1

<figure><img src="image_234.png" /></figure>

2

<figure><img src="image_235.png" /></figure>

3

<figure><img src="image_236.png" /></figure>

4

<figure><img src="image_237.png" /></figure>

5

<figure><img src="image_238.png" /></figure>

**A6. To what extent has your institution integrated XR technologies into operational and training activities?**

I = Not at all, 5 = Extremely

1

<figure><img src="image_239.png" /></figure>

2

<figure><img src="image_240.png" /></figure>

3

<figure><img src="image_241.png" /></figure>

4

<figure><img src="image_242.png" /></figure>

5

<figure><img src="image_243.png" /></figure>

**A7. To what extent has your institution integrated XR technologies into other activities (e.g. hiring process, demonstrations, experimental design)?**

I = Not at all, 5 = Extremely

1

<figure><img src="image_244.png" /></figure>

2

<figure><img src="image_245.png" /></figure>

3

<figure><img src="image_246.png" /></figure>

4

<figure><img src="image_247.png" /></figure>

5

<figure><img src="image_248.png" /></figure>

**A8. Based on your experience, how effective do you observe XR technologies are in the enhancement of operational and training activities?**

I = Not at all, 5 = Extremely

1

<figure><img src="image_249.png" /></figure>

2

<figure><img src="image_250.png" /></figure>

3

<figure><img src="image_251.png" /></figure>

4

<figure><img src="image_252.png" /></figure>

5

<figure><img src="image_253.png" /></figure>
A9. How effective do you believe or envision XR technologies to be in the enhancement of operational and training activities?

I = Not at all, 5 = Extremely

1 ☐

2 ☐

3 ☐

4 ☐

5 ☐

A10. How skilled are you with XR technologies to estimate their potential to support co-localized and/or remote collaborative activities?

I = Not at all, 5 = Extremely

1 ☐

2 ☐

3 ☐

4 ☐

5 ☐

A11. How likely is your institution to incorporate XR technologies into its operations and training programmes in the near future?

I = Not at all, 5 = Extremely

1 ☐

2 ☐

3 ☐

4 ☐

5 ☐

A12. Has your institution sufficient resources to integrate XR technologies into your operational and training practices?

I = Not at all, 5 = Extremely

1 ☐

2 ☐

3 ☐

4 ☐

5 ☐
A13. Rate the usability of XR content creation tools (e.g., Unreal, Unity) for trainers

I = Very low level, 5 = Very high level

1 ☐

2 ☐

3 ☐

4 ☐

5 ☐

A14. Rate the level of internal and/or external to your institution support and resources available for implementing XR technologies in training programmes.

I = Very low level, 5 = Very high level

1 ☐

2 ☐

3 ☐

4 ☐

5 ☐

A15. How satisfied are you with the ongoing professional development opportunities related to XR technologies?

I = Not at all, 5 = Extremely

1 ☐

2 ☐

3 ☐

4 ☐

5 ☐

A16. How likely are you to seek out professional development opportunities to improve your understanding and proficiency in XR technologies?

I = Not at all, 5 = Extremely

1 ☐

2 ☐

3 ☐

4 ☐

5 ☐
A17. To what extent do you believe XR technologies can enhance practical skill development in operational and training contexts?

I = Not at all, 5 = Extremely

1 ☐

2 ☐

3 ☐

4 ☐

5 ☐

A18. To what extent do you believe XR technologies can enhance validation of skills and evaluation processes for the hiring process in operational contexts?

I = Not at all, 5 = Extremely

1 ☐

2 ☐

3 ☐

4 ☐

5 ☐

A19. Rate the scalability of XR technologies for operational and training purposes

I = Very low level, 5 = Very high level

1 ☐

2 ☐

3 ☐

4 ☐

5 ☐

A20. How satisfied are you with the level of data privacy and security measures implemented within XR technology platforms used for operational and training purposes?

I = Not at all, 5 = Extremely

1 ☐

2 ☐

3 ☐

4 ☐

5 ☐
A21. Rate the degree of customisation and personalisation options available in XR learning experiences.

1 = Very low level, 5 = Very high level

1 ☐

2 ☐

3 ☐

4 ☐

5 ☐

A22. How would you rate the usability of XR technologies for trainers with varying levels of technical expertise?

1 = Very low level, 5 = Very high level

1 ☐

2 ☐

3 ☐

4 ☐

5 ☐

A23. How would you rate the effectiveness of XR technologies in facilitating real-world simulations for industrial training purposes?

1 = Very low level, 5 = Very high level

1 ☐

2 ☐

3 ☐

4 ☐

5 ☐

A24. Rate the overall impact of XR technologies on the quality of training delivered within your institution/organisation.

1 = Very low level, 5 = Very high level

1 ☐

2 ☐

3 ☐

4 ☐

5 ☐

A25. Are you aware of any companies within your sector using VR/AR as a training/operations platform?

Yes ☐
No

<figure><img src="image_254.png" /></figure>

A26. If yes, can you name the companies?

<figure><img src="image_255.png" /></figure>

A27. Are you aware of any operations at your department that already use XR tools?

Yes

<figure><img src="image_256.png" /></figure>

No

<figure><img src="image_257.png" /></figure>

A28. Are you aware of companies using XR training enhanced-learning experiences to train new hires or upskill experienced technicians?

Yes

<figure><img src="image_258.png" /></figure>

No

<figure><img src="image_259.png" /></figure>

A29. If yes, can you name the companies?

<figure><img src="image_260.png" /></figure>

A30. Would you be interested in a solution that adopts XR technologies in your professional sector?

Yes

<figure><img src="image_261.png" /></figure>

No

<figure><img src="image_262.png" /></figure>

Maybe

<figure><img src="image_263.png" /></figure>

A31. How confident would you feel in using XR technology at your workplace?

1 = Not at all, 5 = Extremely

1

<figure><img src="image_264.png" /></figure>

2

<figure><img src="image_265.png" /></figure>

3

<figure><img src="image_266.png" /></figure>

4

<figure><img src="image_267.png" /></figure>

5

<figure><img src="image_268.png" /></figure>
A32. In your opinion, what are the key factors that contribute to the successful adoption of XR technologies in operational or training programmes?

<figure><img src="image_269.png" /></figure>

A33. What are the main barriers for a successful implementation of XR technologies in your organization?

<figure><img src="image_270.png" /></figure>

A34. Are you familiar with the EU policy about green skills included in the "European Green Deal"?

Yes ☐

No ☐

A35. Are you familiar with the EU policy about digital skills included in the "EU Digital Decade"?

Yes ☐

No ☐

A36. Have you noticed any impact from the utilisation of XR technologies in decreasing carbon footprint and CO2 emissions?

Yes ☐

No ☐

Maybe ☐

A37. Have you observed any influence of employing XR technologies in mitigating carbon footprint and CO2 emissions?

Yes ☐

No ☐

Maybe ☐
A38. In your opinion, how significant do you believe it is for a candidate to possess fundamental XR skills during the hiring process?

1 = Not at all, 5 = Extremely

1 ☐

2 ☐

3 ☐

4 ☐

5 ☐

A39. Do you think XR can enhance green skills? If so, how?

<figure><img src="image_271.png" /></figure>

A40. How important is competence in XR technologies within the next 5 years for your institution?

1 = Not at all, 5 = Extremely

1 ☐

2 ☐

3 ☐

4 ☐

5 ☐

A41. What challenges do you foresee in integrating XR technologies into existing operational or training methodologies?

<figure><img src="image_272.png" /></figure>
A42. Can you provide examples of successful implementations of XR technologies in operations or training that you've encountered?

<figure><img src="image_273.png" /></figure>

A43. What gender do you identify as?

Male

<figure><img src="image_274.png" /></figure>

Female

<figure><img src="image_275.png" /></figure>

Non-binary

<figure><img src="image_276.png" /></figure>

Prefer not to say

<figure><img src="image_277.png" /></figure>

Other

<figure><img src="image_278.png" /></figure>

Other

<figure><img src="image_279.png" /></figure>

A44. What is your age?

18-25 years old

<figure><img src="image_280.png" /></figure>

25-34 years old

<figure><img src="image_281.png" /></figure>

35-44 years old

<figure><img src="image_282.png" /></figure>

45-54 years old

<figure><img src="image_283.png" /></figure>

55-64 years old

<figure><img src="image_284.png" /></figure>

65 or older

<figure><img src="image_285.png" /></figure>

A45. What is the highest degree or level of education you have completed?

High School

<figure><img src="image_286.png" /></figure>

Bachelor's Degree

<figure><img src="image_287.png" /></figure>

Master's Degree

<figure><img src="image_288.png" /></figure>

Ph.D. or higher

<figure><img src="image_289.png" /></figure>

Trade School

<figure><img src="image_290.png" /></figure>

A46. What is your current employment status?

Employed

<figure><img src="image_291.png" /></figure>
Unemployed ☐

Student ☐

Retired ☐

Other ▼

Other

A47. In which country are you currently living?

Germany ☐

France ☐

Italy ☐

Spain ☐

Netherlands ☐

Belgium ☐

Sweden ☐

Greece ☐

Poland ☐

Ukraine ☐

Other ▼

Other
## 7.2 APPENDIX 2 Guidelines for the in-depth interviews

**Duration:** Approximately 30-45 minutes to answer 20 questions

**Target group:** Trainers, IT professionals, decision-makers, end-users (trainees), XR technology providers, and industry specialists.

**Profile of Individuals to be Approached:** Individuals with experience or interest in XR technologies, innovative training methodologies, and a willingness to explore new operational and training tools.

**Before the questions:** Make sure you are taking notes for the interview

**Introduction and Background:** 1) Asking for permission for voice recording 2) Starting by introducing yourself, the purpose of the interview, the Alliance4XR project, and briefly explain XR technologies for context. 3) Asking the interviewee about the sector, maybe some XR related projects he/she is currently working on.

**Potential pitch:** "Hello, I'm [], and I'm thrilled to explore the dynamic world of XR technologies with you. Our interview today aims to uncover the multifaceted impact of XR across various industries, from enhancing operational efficiencies to fostering innovative learning experiences."

XR, short for eXtended Reality, encompasses a range of immersive technologies like Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR). These technologies are revolutionising the way we interact with digital content, offering immersive simulations, virtual environments, and interactive experiences. We are currently working on the *Alliance4XR ERASMUS+* project, which is set on co-creating and testing a well-tailored teaching and training methodology and material for empowering universities, vocational and training centres to successfully address the challenge of XR digital skills mismatch with a focus in engineering.

Throughout our discussion, we'll delve into how XR technologies are reshaping industries by improving training methodologies, streamlining operations, and unlocking new levels of creativity and collaboration. Additionally, we'll touch upon the exciting potential of XR in contributing to environmental sustainability and green initiatives.

"I'm excited to dive deep into these topics and discover how XR is not only transforming industries but also paving the way towards a more sustainable and connected future."

**Understanding Current Use:** Inquire about the current use of XR technologies in the industry or sector of interest. Explore specific applications, success stories, and challenges faced.