How immersive reality (with AI) is changing training

What evidence leads you to believe that immersive learning produces better measurable results than traditional models?

Studies carried out by PwC on immersive learning show significantly higher levels of engagement and concentration – 3.75 times higher – and suggest that this model enables learning to take place up to four times faster than with traditional training, as well as leading to significantly greater confidence in applying the skills acquired. In a market where around half of the skills in demand are set to change within the next five years, immersive learning is not a mere fad or a technological gimmick, but the solution for effectively bridging the gap between theory and practice.

In which areas of executive or managerial training is Extended Learning proving to be most effective? 

In the field of executive or managerial training, extended learning realises its potential through its ability to develop soft skills, by practising behaviours, interpersonal skills and decision-making in realistic and complex situations. Consider topics such as leadership, communication, negotiation, conflict management, public speaking or even the ability to give feedback: these are skills for which there is no single ‘right’ answer, as they require practice, discussion and the ability to manage complex situations and human relationships. One must observe the context, interpret and assess the signals, and then act and decide quickly. Thanks to immersive simulations, it is possible to experience these situations in a safe environment, allowing people to try out different approaches, observe the effects of their decisions and receive objective and immediate feedback.

In many cases, the difference between knowing what to do and actually being able to do it stems precisely from experience – that is, from having already been in a very similar situation.

And where, on the other hand, does immersive training still have its limitations or fail to offer the best solution?

It is less effective when the primary aim is to transfer knowledge, frameworks or theoretical content, for which other tools may be simpler. Even for skills that require in-depth human interaction, such as coaching or personal reflection, XR can be a complement rather than a substitute. The key is always to start with the learning objective to be achieved, rather than the technology itself, which should only be used when it adds value that other tools cannot provide

How do you respond to those who consider immersive reality to be a solution that is still too expensive, difficult to scale and destined to remain confined to a few use cases? 

I would venture to say that it is an absolute myth to think of extended reality as being associated solely and exclusively with the use of an XR headset and, consequently, as being difficult to scale. All our projects are developed for large companies that need to reach a large number of people spread across different locations; therefore, we must ensure the portability and scalability of projects that are always accessible via standard PCs, smartphones and even headsets. The experience across all devices is always immersive and three-dimensional, and the level of engagement is much higher than when consuming two-dimensional digital content. As for costs, I can assure you that they are entirely manageable: current technology allows us to design and develop more sophisticated and complex content, environments and interactions in almost the same amount of time as with more traditional digital formats.

So is the change structural?

Just think about how long it used to take to build a website 30 years ago: an immersive reality project offers all the benefits of digital learning, whilst expanding its possibilities and enhancing its outcomes. And this is the advantage of technological evolution. The change is structural because, through the use of XR technology, digital learning adds an experiential element and thus comes closer to the dynamics of ‘learning by doing’, which has always been considered the most effective teaching model.

What role does AI play today, both in the personalisation of learning pathways and in the assessment of acquired skills?

It’s starting to change in both respects. The most interesting thing is that it no longer simply asks, ‘What have you learnt?’ or ‘I’d recommend you take this course…’, but supports you throughout your learning journey, identifying any difficulties and guiding you towards the next step.

This means that training programmes can be increasingly personalised and tailored to the needs of the individual. Essentially, AI puts the well-known concept of adaptive learning into practice, adapting to each person’s pace, learning style and objectives. When it comes to assessment, however, artificial intelligence enables a qualitative leap forward, as it does not merely measure whether a task has been completed, but analyses how it was carried out, identifying micro-skills and specific gaps through objective, continuous data rather than just self-referential final tests.

Looking at the projects you have carried out with Edison, FiberCop, the Ministry of Economy and Finance and other organisations, what have been the most interesting lessons you have learnt? 

We have seen, for example, with Edison, how, in employer branding projects, immersion can make all the difference because it enables candidates to gain a better understanding of the company by experiencing a direct simulation of it, through job previews, walkthroughs of the workplace and interactions with avatars.

Thanks to realistic and emotionally impactful scenarios, such as those developed in the Fibercop project, people have been able to undertake safety awareness programmes by experiencing the simulated contexts and situations first-hand, thereby increasing – through XR – their sense of responsibility and awareness both inside and outside the workplace. With the MEF, on the other hand, we have seen how the dynamics triggered by an immersive ‘escape room’-style experience can break down barriers, roles and formalities.

And, conversely, what are the most common mistakes made when introducing these technologies into training programmes?

One of the most common misconceptions is to think that immersive technology is aimed at and can only be used by a young audience, particularly Gen Z. This is not the case. On the contrary, it is a simple, intuitive technology that is easily accessible to people of very different ages, backgrounds and levels of digital literacy. The true value of immersive reality, in fact, lies in its ability to place people at the heart of the experience, engaging them actively and directly, and democratising access to high-impact learning experiences.

Technology alone, however, does not guarantee results: to truly realise its potential, a solid training framework is always required – one that clearly defines objectives, the skills to be developed and the methods of assessment.

Looking ahead to the next five years, how do you envisage the relationship between traditional classrooms, digital learning, AI and XR evolving? 

Many years ago, when people spoke of digital learning, everyone was convinced that it was the antithesis of classroom-based training. In reality, the training models that worked best were precisely the hybrid ones, which did not seek to replace anything but rather to integrate it. Today, with immersive learning and AI, exactly the same principle applies: we have the opportunity to take training a giant leap forward compared to the past, and here too, not by replacing anything, but by skilfully integrating what works best whilst keeping the learning objective as the primary focus. Looking to the future, I believe the real evolution will be a ‘training model’ in which AI prepares and personalises the content, digital learning enables continuous learning, immersive learning allows for experimentation, and the classroom is where people meet to interact and exchange ideas.

One final question. In your opinion, what is the one skill that a manager can no longer afford not to develop?

In my view, the ability to understand and integrate various technologies.

For a manager, this will also mean knowing how to lead people who work alongside intelligent systems, where technology will become an increasingly natural extension of people. To sum up the concept in a single sentence: the advantage will not lie with those who know how to use the most technology, but with those who know how best to design and integrate the relationship between technology, people and experience.