This special issue of the International Journal of Human Computer Interaction, which is focused on Trends in Adaptive Interactive Training Systems, is dedicated to the life and work of Dr. Ray S. P...

eXtended Reality (XR) promises to provide a powerful capability to disseminate a vast array of instructional content appropriate for all types and levels of learners, ultimately revolutionizing education and training. Yet, while XR presents an opportunity for a powerful paradigm shift in education, a scientifically grounded andragogy for harnessing the didactic power of XR has yet to emerge. Herein, a unified framework of research-based instructional strategies for guiding the design of proficiency-based XR educational and training content is proposed, along with an associated naval maintenance use case. While this work draws on relevant pedagogical and andragogical theories, as well as fundamental learning theories applicable to learners of all ages, the framework specifically targets adult learners and training of complex skills applicable to various professional domains. Within the framework, learning theories have been aligned with learner proficiency level to specify competency-based learning objectives and activities, XR form factors, and learning loops that are anticipated to boost XR training efficacy. The proposed framework—the Exercisable Learning-theory and EVidence-based Andragogy for Training Effectiveness using XR (ELEVATE-XR)—is meant to serve as a guide to drive effective and efficient design of XR applications that enhance adult learning.

Robot interfaces often only use the visual channel. Inspired by Wickens’ Multiple Resource Theory, we investigated if the addition of audio elements would reduce cognitive workload and improve performance. Specifically, we designed a search and threat-defusal task (primary) with a memory test task (secondary). Eleven participants – predominantly first responders – were recruited to control a robot to clear all threats in a combination of four conditions of primary and secondary tasks in visual and auditory channels. While we did not find any statistically significant differences in performance or workload across subjects, making it questionable that Multiple Resource Theory could shorten longer-term task completion time and reduce workload. Our results suggest that considering individual differences for splitting interface modalities across multiple channels requires further investigation.