Immersive Knowledge Transfer through VR Glasses: Designing and Using Instructional Video-Based Microlearning for Customer Self-Repair and Technical Support

Abstract

The growing complexity of technical products and increasing customer expectations for fast and autonomous problem resolution are driving the need for new approaches to knowledge transfer beyond traditional service channels. Virtual reality (VR), combined with immersive video-based microlearning, offers new possibilities for delivering procedural knowledge directly to end users. This study investigates the effectiveness of immersive, video-based microlearning delivered through VR glasses in supporting customer self-repair and technical support. The study adopts a quantitative research design based on a large-scale CAWI survey conducted among 11,318 users of technical products across three European countries. The analysis focuses on key constructs, including usability, learning effectiveness, task complexity reduction, customer confidence, and reduction in service interactions. The results indicate that immersive instructional content significantly enhances procedural understanding, reduces perceived task complexity, and increases customer confidence in performing basic maintenance and repair tasks. The findings also suggest a partial reduction in reliance on traditional service channels. This study contributes to the literature by extending immersive learning research to customer self-service contexts and by empirically validating relationships between usability, learning effectiveness, and customer confidence in VR-supported environments. The results offer practical implications for organizations seeking to redesign technical support models through immersive learning technologies.