Virtual, augmented, and mixed realities (VR, AR, MR) are beginning to influence human performance improvement, including learning. This issue introduces the work of three contributors who have worked in, planned, implemented, and researched realities. Terminology and concepts germane to designing realities are presented. Questions are raised regarding what the attributes of realities indicate for performance improvement and learning.
Mobile geolocation applications identify global coordinates of mobile devices and can be enriched with performance‐context data. This technology has potential to integrate job aids, learning bursts, and parts of manuals with work tools (such as checklists) at the point of performance to better support individual and team performance. Emerging uses of mobile geolocation allow human performance technologists to move from generic electronic performance support systems (EPSSs) to spatial support systems. These increase the potential for performers to access more context‐aware information at the time and space in which the actions occur. Mobile geolocation can also automatically send data about the performance to enterprise databases so that actions taken and the use of training or job aids at the point of performance can be tracked. This article explores how mobile geolocation functionality can be orchestrated to support performance, enrich enterprise databases, and aid human performance technologists.
Mobile computing is widespread and is influencing human performance and learning. Its use occurs in many different contexts. The question arises as to how the access and use of content via mobile interacts with the different contexts and how this affects human performance and learning. This article considers research from three disciplines to identify impacts and recommend approaches to the development of learning and performance supports.
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