Immersive Technology Applications for Leveraging Diversity, Equity, and Inclusion (DEI) in the Workplace

Abstract: Recent breakthroughs in technologies have prompted human resource development (HRD) practitioners and scholars to explore the potential applications of learning technologies for training and development (Bailenson, 2020). Accordingly, there has been much interest in adopting immersive technology for the development and delivery of technology-based virtual training (Hajjami & Park, 2023; Mohsen & Alangari, 2023). Immersive technology encompasses a range of innovative tools, including virtual reality, augmented reality, mixed reality, and extended reality (Sandoval-Henríquez & Badilla-Quintana, 2021; Suh & Prophet, 2018). These are designed to transform the artificial realm into reality, enabling learners to engage, interact, and immerse themselves in the learning experience within a virtual world without constraints of time and space (Won et al., 2022).
Notably, immersive technology applications have shown promise in enhancing the effectiveness of diversity, equity, and inclusion (DEI) training. They facilitate the development of employees' soft skills, including racial awareness, empathy and compassion for others, and empowerment, fostering their behavioral shifts toward an organizational culture that values diversity (Bastian, 2019; Meister, 2021). Immersive learning environments simulate realistic human interactions, allowing learners to immerse themselves in lifelike situations where they actively engage in communication and interactions, promoting mutual learning without direct exposure or impacting others (Upadhyay & Khandelwal, 2022). Moreover, it enables learners through more realistic experiences to virtually step into others' shoes, nurturing perspective-taking experiences that ultimately influence their workplace behavior (Brown, 2021).
While numerous DEI programs are encountering challenges with their conventional learning models (Dobbin & Kalev, 2016), and seeking novel frameworks centered around building immersive learning environments (Gronstedt, 2022), HRD research has not yet extensively delved into the application of immersive technologies, particularly with a focus on DEI training. Thus, a lack of a synthesis of the current HRD literature necessitates scholarly efforts to advance the understanding of recent practices in immersive technology applications in DEI training. In this regard, this study aims to examine how immersive technologies are adopted in designing, developing, and implementing DEI training. Unraveling the potential benefits and risks of immersive learning environments, this research elucidates a paradigm shift in the landscape of DEI training.
RQ1. What are the design and development elements of immersive technology-based DEI training?
RQ2. What are the benefits of creating immersive learning environments for leveraging DEI from the HRD perspective?
RQ3. What are the challenges of implementing DEI training in immersive technology-based learning environments from the HRD perspective?
To address these research questions, we are currently conducting a narrative literature review, adhering to the framework proposed by Gregory and Denniss (2018). Our initial step involved delineating the topic and specifying the intended readership for our review, given a conspicuous absence of research endeavors in the HRD literature that systematically explore and synthesize such a topic. The second step entailed searching for pertinent literature concerning immersive learning environments within the domain of DEI training. The literature includes peer-reviewed conceptual and empirical papers published in HRD and Educational Technology fields over the past decade. Boolean search operators were used to identify applicable articles with certain keywords in the title or abstract. Additionally, given the novelty of the topic, the review includes the relevant cases published in business reports, book chapters, and company web pages. The initial search yielded 2534 articles. In deciding eligibility of the initially found articles, we employ the exclusion criteria.
The preliminary findings indicate that learners exhibit greater confidence in applying what they have learned within the immersive learning environments (Mohsen & Alangrai, 2023). This heightened confidence arises from the opportunities for low-stress practice provided by technology-based immersive training, resulting in improved practical application of knowledge in real work scenarios (Bower & Jong, 2020). Notably, the 2020 PwC VR Soft Skills Training Efficacy Study discovered a substantial enhancement in confidence levels regarding discussions and actions related to diversity and inclusion following the training, and a deeper emotional connection with the learning content in immersive environments. Learners engaged in the immersive training felt more emotionally connected to the content compared to those in traditional classroom settings as well as those in e-learning programs (PwC, 2022). Significantly, seventy-five percent of participants experienced a wake-up call moment during the training, realizing that their inclusivity fell short of their perceptions (PwC, 2020).
As such, the immersive learning environment marks a promising new chapter in DEI training, offering a multitude of benefits. Building upon our comprehensive analysis, we provide a foundational examination of the advantages and obstacles associated with the integration of immersive technologies into DEI training. We also suggest implications for future research and HRD practices.