Date
7-21-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Alex Boggs
Keywords
gamification, vocational training, virtual reality, technology, cybersickness
Disciplines
Vocational Education
Recommended Citation
Bardine, Christina M., "Training in the 21st Century: A Transcendental Phenomenological Exploration of the Experiences of Virtual Reality Integration For Training Industrial Vocations" (2026). Doctoral Dissertations and Projects. 8656.
https://digitalcommons.liberty.edu/doctoral/8656
Abstract
The purpose of this transcendental phenomenological study was to understand the experience of the application of virtual reality (VR) for trainees at a VR training lab for vocational training. The theory guiding this study is the technology acceptance model (TAM), as it encompasses the experiences and perceptions that influence overall acceptance of VR technology in training. The central research question of this study asked, What is the lived experience of the trainees that framed their acceptance of the use of virtual reality and gaming technologies for vocational job training. This transcendental phenomenological study explored the experiences of 19 adult vocational trainees in a variety of VR training labs to reinforce their vocational training. Data collection included interviews, focus groups, and journal prompts, with the option to submit digital artifacts for review and reflection. Analysis was triangulated to identify common themes, determine whether VR was an easy-to-use, useful tool, and identify challenges and potential solutions. The main themes discussed are immersion, physiological barriers and cybersickness, safe from failure, and transitional acceptance.
