## 5 Discussion
### How to Apply VR Asymmetry for Remote Training  
Answering the research question of the study (How should asymmetric VR be applied to facilitate remote training sessions and improve knowledge transfer? ), we suggest the following considerations:  
**Assign and test the role division**. Our case demonstrated the need for several roles when using a VR training system as a part of a remote training session. The piloting sessions showed a high mental load for the trainer to be present in a virtual environment, provide educational materials, and interact with learners at the same time. Therefore, supporting the finding from the previous work [27], we propose to distinguish the role of a _VR guide_. This role should be filled by a person who is knowledgeable in the topic of the training session and experienced with a VR system in use. In constant with [PERSON] et al. [27], who suggested that a VR guide should be using a VR system over a 2D screen, in the case of training, a VR guide should be present in a virtual space, follow the instructions from the trainer, and guide the learners' attention. Next, our study presented another role--_technical facilitator_, who assisted with the integration of the VR feed into Teams. We also suggest that with a certain level of training, the trainer could take this responsibility once the use of VR is permanently integrated into the remote sessions and the process of building an asymmetric setup is clarified. 2. **Define processes and best practices into the set of instructions**. Any novel integration of technologies should be supported with a set of guidelines. Trainers, despite being extremely skilled in the field of their work, might not be frequent users of technology. Therefore, to enable smooth integration of asymmetric VR usage and avoid resistance towards its adoption, we suggest the need for clear instructions for both teaching interaction procedures (similarly to [43]) and for technical support. It would decrease stress related to using the technology, and associated costs, e.g., the role of technical facilitator could be added to the trainer's role. On the other hand, we noticed zero resistance towards adopting asymmetric VR for training purposes. On the contrary, subject matter experts expressed the desire to start utilizing it, while clear instruction would support their desire and help to start using it. 3. **Use VR to show only context-sensitive details. ** While the use of VR content was useful for showing the context and the components, which would be hard to demonstrate in reality, the textual components in VR were not easy to read and comprehend. The participants' comments, collected via the \"Research Panel\" tool, demonstrated that reading the information in pop-ups was difficult and they had not enough time to complete it. Therefore, to increase the effects of meaningful learning, similar to [PERSON] et al. [28], we suggest combining the use of VR learning with traditional instructional strategies--meaning planning and integrating a hybrid flow of the VR training, so the information, such as textual instructions or checklists, should be still delivered over a traditional 2D screen. 4. **Allow and plan multiple ways of showing the content in VR. ** The main benefit of utilizing a VR as a part of the remote training session is the ability to visualize and demonstrate context and equipment. Despite the majority of the participants finding that both methods (point-of-view and static camera) worked well, it was also noticed that zooming in on the objects would sometimes be useful. Hence, special attention should be paid to the way that virtual cameras are arranged in virtual space to enhance the viewing experience of learners.