# Development and Evaluation of Training Scenarios for the Use of Immersive Assistance Systems
## 5 Discussion  
In contrast to most existing AR studies [11; 12; 13], our contribution does not focus on learning with AR applications but on training scenarios for immersive systems. The critical literature review revealed that there is no contribution that deals with training scenarios, evaluation methods, or guidelines specifically for learning the usage of immersive systems in the industrial context. [PERSON] et al. [14] developed an AR learning course for the university environment, but its implications are only transferable to industrial use to a very limited extent. The uncertainty of preliminary work, whether and what effect end-user training has on performance and acceptance, is addressed by the research questions and associated results of our study. Our results contribute to this research gap. In general, it is widely understood that end-user training is an important factor that requires further research [7; 16; 17; 18; 19; 22]. But, contrary to the results of [PERSON] [20], our study shows that training indeed has a significant influence on productivity (\(p=0.009\); Co'd \(=-1.049\)). First, [PERSON]'s correlation matrix [20] showed only a very small, non-statistically significant effect (Pearson \(=0.69\); \(p>0.05\)) between training practices and productivity. Second, the hypothesis 'The more training and development practices used in an organisation the greater the productivity benefits because of ICT investments' could not be confirmed on the basis of the multivariate analysis (\(8=0.27\), t(\(98\)) \(=1.003\), \(p=0.318\)). In particular, the development of hypothesis H2 by [20] is based only on indirect and weak assumptions, so further investigations are necessary. In addition, the research design by [20] and the related work do not allow any conclusions to be drawn about a differential analysis of the quality and quantity of the inherent training, which, in turn, shows a relevant difference to our DOE. But, we agree with the described interaction effects that performance can only be exploited effectively if other (facilitating) conditions, such as the integration of training measures into process structures, linked with organisational changes, and the necessary continuity, are also implemented. The sensitivity of performance with regard to QoT supports the postulated mismanagement as a cause of the productivity paradox [3], indicating that insufficient training in ICT and missing organisational changes can lead to substantial productivity loss. The statement by [PERSON] and [PERSON] [3] that companies should invest in training and development programmes to ensure the correct use of new technologies and strengthen their workforce can also be confirmed. Due to the differences in the technologies, DOE, and hypotheses used, the results of the preliminary work could not be directly comparable to our study. The preliminary work could, therefore, only be considered as a basis for the hypotheses. In line with the results from the oral surgeons' systems [7], the influence of end-user training on the acceptance factors, PE (Pearson \(=0.769\) with significance) and EE (\(0.840\) with significance), was confirmed when transferred to immersive assistance systems according to our results with PE (\(p=0.030\); Co'd \(=-0.903\)) and EE (\(p=0.032\); Co'd \(=-0.898\)). Both studies exhibit relatively high effect sizes, but [7] does not allow any conclusions to be drawn about the scope and quality of the training scenarios. Similarly, [PERSON] et al. [25] showed that educational quality has an influence on the acceptance factors' perceived ease of use and perceived usefulness for e-learning systems. We also confirm the influence of training opportunities on intention to use (=BI) in the field of immersive assistance systems. In contrast to [PERSON] et al. [6], we did not conduct a confirmatory study based on the TAM model.