## 5 Discussion
### The Benefits of Asymmetric VR for Industrial Training  
Our findings demonstrate the high relevance of asymmetric VR-based training to enrich the remote learning experiences of elevator company employees and provide educational materials in a realistic context, inaccessible otherwise. The use of asymmetric VR for remote training was evaluated extremely positively by industrial experts and was seen as _\"an extra tool for sharing information\"_ (P9). Such asymmetric set-ups can be utilized to address many of the training scenarios: (1) updating and refreshing maintenance or installation methods together with safety principles among trainers (\"train the trainer\" approach), (2) certification of employees or exam-taking globally, (3) the first theoretical introduction of the topic, or (4) introduction before using a training center or on-site locations. Based on the subjective comparison, the use of VR content is a clearer educational resource than existing training solutions or technical documentation. The results suggest that even without being immersed in VR, observing someone else's actions may improve physical proximity understanding and comprehension of maintenance components. A big advantage of using asymmetric VR during remote training was seen in the ability of the trainer to interact with learners, explain materials and answer their questions by showing context-sensitive details in the VR environment. This indicates a clear advantage of using asymmetric VR rather than video recordings of the same procedure. The only limiting factor was a lack of real size understanding when viewing a representation of the virtual environment on a 2D screen. On the other hand, lack of real-size understanding is a common problem, which can be achieved only with immersive training in VR or hands-on training in the real context with real components. Another interesting finding of the study suggests that a video feed from VR, controlled by the trainer or VR guide, is a better alternative than a desktop user interfaces for the VR system. During the training session, the trainer should have full control of what learners are seeing, which would not be possible if the learners can freely move in VR. The \"Research Panel\" results in Section 4.1 demonstrate an overall positive reception of asymmetric VR by our small sample of nine learners. The majority of learners did not give any negative reactions and the number of positive reactions far outweighs negative reactions. Nevertheless, some issues were identified with camera positioning, pacing, and text display. Ideally, all text should be displayed without skew in a separate window for asymmetric learners instead of through the virtual camera of the VR system. During our lesson, some text was displayed in a separate window while some was displayed through the virtual camera: the experience could be improved by giving learners individual interactive control over certain non-VR aspects of the system, such as text popups. Overall, the \"Research Panel\" gave many useful context-specific insights that can and should be used to improve lesson content in the future. The data show that negative reactions seem to be limited to specific rare moments rather than being a general feature of learners' experiences. Therefore, based on the data from the \"Research Panel\", for example, it would be possible to determine which parts of the training module were clear and increased the situated learning and, on the contrary, which parts of the module caused confusion. This, in turn, would allow the trainer to make modifications for the remote training session and ensure better educational effects. In conclusion, our study indicates that the existing VR training systems can and should be utilized asymmetrically as a part of the remote training process, which would deliver certain benefits for situated learning and enhance the effects of knowledge transfer.