# Development and Evaluation of Training Scenarios for the Use of Immersive Assistance Systems
## 2 Related Work
[25] demonstrates the influence of educational quality, including the features and functionality of the e-learning system, on the acceptance factors perceived ease of use and perceived usefulness. As a summary of past studies, [PERSON] et al. [6] (n = 497 participants) analysed the influence of training opportunities introducing new IT tools by selecting some factors of the TAM model. The results show that providing training opportunities indirectly impacts the intention to use (acceptance). Training opportunities were shown to have a direct positive impact on IT self-competence, job satisfaction, perceived ease of use, and perceived usefulness. The last two determinants, in turn, have a direct impact on the intention to use. There were also other effects with moderate factors such as the organisational area, gender and age, educational level, IT experience, and learning strategies. In the following, learning factors, methods, and approaches for ICT, as well as for augmented reality, are presented. In line with [PERSON] and [PERSON] [22], two basic learning strategies are differentiated: formal and informal. Formal learning is structured training guided by a trainer. It includes presenting help through user training sessions organised by the organisation's support staff. These sessions are designed to offer employees a structured and guided approach on how to use the ICT system. Formal training may also include self-study courses (e.g., e-learning) or training exercises with peers. In contrast, informal learning is not structured or guided by a trainer. It consists of practical application, seeking help from written material, or interpersonal help from peers. Practical application involves trying things out by trial and error, exploring different functions, and learning by doing. Written material, representing manuals or email information from the organisation's IT support department, must be studied by the participants. The interviews conducted by [PERSON] and [PERSON] [22] show that the test subjects favoured informal learning strategies, such as practical experiments, using helpdesk services, or help from peers. These informal strategies offer employees flexibility and autonomy in the learning process and are, therefore, recommended according to [PERSON] and [PERSON] [22]. [PERSON] et al. [6] recommend that companies consider various learning strategies to maximise the effectiveness of training initiatives and meet the individual learning needs of employees. This includes creating opportunities for informal learning, promoting learning with others, and taking into account the different learning strategies utilised by employees. The following implications can be drawn from the field of agile learning formats and practice-based learning environments: learners should use competency-based agile learning formats, learning environments with incentives and opportunities to apply their knowledge through a mixture of learning elements, case studies, and practical sessions [26]. Additional learning approaches for industrial use include blended [27] and flipped learning [28; 29]. Both approaches aim to enhance the effectiveness of learning by integrating various teaching methods and technologies. Blended learning emphasises the integration of digital learning tools, e.g., e-learning, video tutorials, manuals, and different learning formats, such as face-to-face training, practical sessions, and so on. Flipped learning focuses on reversing the traditional teaching structure by providing learning materials and practical sessions before personal training. Both approaches can be leveraged in practice to develop effective training programs and meet the requirements of ICT. [PERSON] and [PERSON] [14] present relevant methods, discussions, and inferred best practices for overcoming challenges when teaching hands-on courses about mixed reality in higher education.