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Virtual reality can have advantages for education and learning. However, it must be adequately designed so that the learner benefits from the technological possibilities. Understanding the underlying effects of the virtual learning environment and the learner’s prior experience with virtual reality or prior knowledge of the content is necessary to design a proper virtual learning environment. This article presents a pre-study testing the design of a virtual learning environment for engineering vocational training courses. In the pre-study, 12 employees of two companies joined the training course in one of the two degrees of immersion (desktop VR and VR HMD). Quantitative results on learning success, cognitive load, usability, and motivation and qualitative learning process data were presented. The qualitative data assessment shows that overall, the employees were satisfied with the learning environment regardless of the level of immersion and that the participants asked for more guidance and structure accompanying the learning process. Further research is needed to test for solid group differences.
Digitization and demographic change are enormous challenges for companies. Learning factories as innovative learning places can help prepare older employees for the digital change but must be designed and configured based on their specific learning requirements. To date, however, there are no particular recommendations to ensure effective age-appropriate training of bluecollar workers in learning factories. Therefore, based on a literature review, design characteristics and attributes of learning factories and learning requirements of older employees are presented. Furthermore, didactical recommendations for realizing age-appropriate learning designs in learning factories and a conceptualized scenario are outlined by synthesizing the findings.