## 5 Discussion
### How to Apply VR Asymmetry for Remote Training
For a maintenance or installation procedure, for example, it would be good to have several shot types, similar to a professional training video production [35]--close-ups to demonstrate the details, medium or over-the-shoulder shots to visualize hand movement and tools when performing operations, and a full shot to show the procedure in its context. Further, a simple interaction to switch between the modes would greatly affect performance and advance the visual capabilities of VR in remote training. 5. **Allow more interactivity for learners. ** In our study, we asked the learners to stay muted for the duration of the training session and use the \"hand-raising\" function to obtain permission to ask questions, always. This was implemented with the purpose of minimizing distractions for the trainer. Nevertheless, the learners found this approach unnecessary and expressed the desire to actively participate in discussionswithout the trainer's special permission. This is especially relevant for the moments in between the module's parts when the learners have a specially assigned time for questions. Therefore, we suggest dividing remote training sessions based on the asymmetric use of VR into _a silent mode_ (when learners should be listening to the explanations of a trainer and should raise a hand if they wish to ask questions) and _an active mode_ (when learners can freely participate in the discussion and ask questions). Additionally, the data from the \"Research Panel\" indicate system developers should also consider adding interactivity for certain non-VR elements, such as text popups, so that learners can read them at their own pace. 6. **Collect data during the training sessions**. The data gathered with the \"Research Panel\" were highly useful to evaluate the flow of the session in general and highlight the parts which would require additional attention and modifications. Learners will not necessarily remember specific details afterward during a post-lesson questionnaire, and timestamped data provide important context for their feedback. To summarize, with this article, we demonstrate an industrial case study on how to re-utilize existing industrial VR systems with the goal to enhance the quality of maintenance and assembly training sessions, forced to become remote during the pandemic. In contrast to the earliest study on distributed asymmetric training in a similar context [33] and the resulting system, which uses real-time stereoscopic rendering of 3D models to facilitate interactive training in an immersive learning classroom environment, we propose a cost-efficient and scalable way of training based on VR content, accessible from trainees' home environments. For KONE, the adoption of VR provides additional value, such as giving the possibility of visiting an elevator shaft to non-field workers, enabling them to gain a better perception of the products and environments that the company is working with. The asymmetry, in this case, is a useful approach in the post-pandemic world as well, since it would increase the scalability of VR systems by allowing wider circles of employees to obtain access to simulated environments easily and sustainably--without the need to travel to the physical location or VR-equipped training center. Further, collaborative virtual environments may enhance department-to-department collaboration in product development [44; 45; 46], maintenance methods, and technical documentation creation [5; 16; 47], at the same time improving the innovation capability of remote distributed teams [48]. Digital content created in VR can be further used for several purposes, such as internal communication or showcasing to customers. Therefore, the value of VR adoption in the industry lies far beyond the classical understanding and direct benefits of the applied use cases, which indicates that the re-utilization of virtual environments and digital content, created in VR, should be further explored.