## 3 Materials and Methods
### Remote User Study with Experts
#### Procedure and Participants  
To ensure the success of the procedure and to explore possible issues, the session was piloted twice (a few months and a few days before the session). The first pilot was explorative in nature and included research staff as participants. It was performed with the goal to test the \"Research Panel\" tool orientation and remote training process with asymmetric VR to generate the exact testing procedure. Based on the pilot, the need for a VR guide and technical facilitator was confirmed, since the trainer found it somewhat difficult to operate VR and provide educational materials at the same time. The second pilot was performed to practice the exact remote training procedure with two target users--learners--one installer and one trainer. The second pilot study set-up already included a trainer, a VR guide, a technical facilitator in the same location, and remote learners and observers in Teams. Based on the pilot studies, minor improvements were made to the training procedure and user instructions. For instance, it determined the orientation and position of the \"Research Panel\" in relation to Teams. It also influenced the senior trainer's different location than the VR guide and technical facilitator, since the trainer became distracted by their communication. The user study procedure started with introductions and filling in the pre-survey, which consisted of consent and background data collection. The learners were instructed to divide their screen into two areas: the Teams window with a video stream (and other functionalities) taking 80% of the screen, and the \"Research Panel\" tool to collect instant  
Figure 4: The “Research Panel” tool for learners to collect reactions during the remote training session. reactions taking 20% of the screen (similarly to researcher's screens shown in Figure 5). The link to the \"Research Panel\" was shared in Teams chat to synchronize all entries. After participants confirmed that they were ready to start the online lesson, the technical facilitator shared the video from the VR system and the senior trainer started the training process. This is how the senior trainer could focus on teaching and engaging learners while following the VR training, since following the chat discussion at the same time would have been difficult for the senior trainer. Before training, the observing researcher gave technical support on how to divide the screen between the two windows and the use of the \"Research Panel\". In the training process, the VR guide performed a pre-scripted sequence of tasks and demonstrations in VR, while the trainer narrated the process, explaining and educating on how to perform the maintenance task while giving instructions (to the VR guide) on how to show important details and components over the virtually simulated context. The trainer also initiated discussions with learners, asking them questions and sharing insights. Learners were instructed to use Teams' hand-up function before speaking up and only use the chat for technical help. In between the training modules, learners could ask questions and clarifications. The procedure was observed by two researchers; one of them also used the \"Research Panel\" to mark milestones and other procedure-related details; the researcher's screen is shown in Figure 5.  
In total, a senior trainer, two facilitators (VR guide and technical facilitator), and nine learners participated in the online lesson. The learner-participants were recruited from the company employees among trainers (8) and installation technicians (1). All of them were male on average 44.8 years old (min = 33, max = 64). On average, they had 12.3 years of experience in current roles (min = 1.5 and max = 44); five of them evaluated their skills in elevator installation and maintenance as \"advanced\" and four as \"expert\". Further, five of them have worked frequently in elevator shafts, six have worked with elevator machinery and four worked with KONE's 3D models on a computer screen.