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Agnes Jenei & Sousa, M. (2025). Immersive Learning: Leveraging VR for Sustainable Soft Skills Development. In Economic Sustainability Potentiated by Artificial Intelligence. (pp. 175-193). Singapura: springer.

A. Jenei and M. J. Sousa,  "Immersive Learning: Leveraging VR for Sustainable Soft Skills Development", in Economic Sustainability Potentiated by Artificial Intelligence, Singapura, springer, 2025, pp. 175-193

@incollection{jenei2025_1777703118178,
	author = "Agnes Jenei and Sousa, M.",
	title = "Immersive Learning: Leveraging VR for Sustainable Soft Skills Development",
	chapter = "",
	booktitle = "Economic Sustainability Potentiated by Artificial Intelligence",
	year = "2025",
	volume = "",
	series = "",
	edition = "",
	pages = "175-175",
	publisher = "springer",
	address = "Singapura",
	url = "https://link.springer.com/chapter/10.1007/978-981-96-8089-4_11#citeas"
}

TY  - CHAP
TI  - Immersive Learning: Leveraging VR for Sustainable Soft Skills Development
T2  - Economic Sustainability Potentiated by Artificial Intelligence
AU  - Agnes Jenei
AU  - Sousa, M.
PY  - 2025
SP  - 175-193
DO  - 10.1007/978-981-96-8089-4_11
CY  - Singapura
UR  - https://link.springer.com/chapter/10.1007/978-981-96-8089-4_11#citeas
AB  - This study investigates the impact of hybrid training (cooperation skills development training enhanced with VR elements), by utilizing a diverse sample of 43 individuals from various professional backgrounds and age groups. Pre-and post-experience surveys were employed to collect quantitative data on cooperation (the topic of the soft skills development training), openness to VR, prior VR experience, comfort with technology, and expectations. The results indicate a generally positive shift in attitudes towards VR, with many participants moving from negative or neutral to positive or extremely positive attitudes. Comfort with VR technology also increased, suggesting that the immersive nature of VR effectively familiarizes users with new tools. In a learning-by-doing process, cooperation levels improved across all age groups, highlighting VR’s potential to enhance teamwork and collaborative skills. Participants provided constructive feedback, emphasizing the need to address technical issues and showing interest in trying more VR experiences. Recommendations for future research include conducting longitudinal studies to assess long-term impacts, including more diverse demographics, comparing the same training with and without VR elements, and investigating factors influencing user engagement. Overall, the study demonstrates VR’s multifaceted potential to improve cooperation skills and positively influence attitudes towards VR technology in carefully designed, soft skills training enhanced by VR elements, providing valuable insights for refining and enhancing future VR-enhanced hybrid training programs.
ER  -