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Title: HOW TO SUPPORT JOB INTRODUCTION WITH 360' DEGREE VIRTUAL REALITY
ENVIRONMENT IN CASE FOREST MACHINE OPERATOR MOTOAJO OY
Author(s): M. Aho1, M. Jäntti2
Affiliation:
1Funlus Oy (FINLAND)
2Centre for Measurement and Information Systems / Kajaani University of
Applied Sciences (FINLAND)
Appears in: EDULEARN22 Proceedings
Pages: 1251-1257
Publication year: 2022
ISBN: 978-84-09-42484-9
ISSN: 2340-1117
doi: 10.21125/edulearn.2022.0330
Conference name: 14th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2022
Location: Palma, Spain
Please cite the original version:
M. Aho, M. Jäntti (2022) HOW TO SUPPORT JOB INTRODUCTION WITH 360' DEGREE VIRTUAL REALITY
ENVIRONMENT IN CASE FOREST MACHINE OPERATOR MOTOAJO OY, EDULEARN22 Proceedings, pp. 1251-
1257.
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HOW TO SUPPORT JOB INTRODUCTION WITH 360' DEGREE
VIRTUAL REALITY ENVIRONMENT IN CASE FOREST MACHINE
OPERATOR MOTOAJO OY
M. Aho1, M. Jäntti2
1Funlus Oy (FINLAND)
2Centre for Measurement and Information Systems / Kajaani University of Applied Sciences
(FINLAND)
Abstract
Job introduction is a critical process in forest machine operator companies. The employees need skills
to sort tools and different types of waste to support sustainability and a circular economy. This case
study focuses on supporting forest machine operator Motoajo's job introduction process in Finland. The
research problem in this study is how to support job introduction with a 360-degree virtual reality
environment. The pedagogical experiment takes place in 1000 square feet warehouse facility Nurmes.
The business goal was to make the job introduction process more efficient and precise. Therefore, the
forest machine operators must be able to demonstrate that employees have fully completed their job
introduction. For example, they are able to deal with waste and operate in the logging sites according to
defined procedures.
The company started a 360 virtual reality project in 2021 autumn to support the introduction process.
Earlier job introduction materials were examined. The prototype was launched in January 2022, where
we gathered feedback.
In data collection, we utilized multiple sources of evidence. First, we gathered data during Motoajo's
employee interviews. We analyzed input with thematic analysis to determine how 360 virtual reality and
videos supported the job introduction process. Second, we aimed to identify challenges through
observations while establishing the 360 virtual reality job introduction system. The findings of the study
could support the improvement of the job onboarding in other companies or other domains, not only the
forest industry.
As the main findings, we observed that a 360-degree virtual reality environment reinforced the company
job introduction process. Employees can access job onboarding videos by clicking hotspots in the real
context. Earlier job introduction material was mostly text and image-based. We tested two different
platforms, and both were available for desktop and mobile devices.
Keywords: job introduction, virtual reality, 360 video, case study, thematic analysis, pedagogical experiment,
forestry.
1 INTRODUCTION
Job introduction is a critical process in forest machine operator companies. New employee orientation
programs aim to socialize newcomers and increase their knowledge, skills, and abilities [1]. The
employees need skills to sort tools and different types of waste to support sustainability and a circular
economy. This case study focuses on supporting forest machine operator Motoajo's job introduction
process in Finland. The research problem in this study is how to help job introduction with a 360-degree
virtual reality (VR) environment. The pedagogical experiment takes place in 1000 square feet warehouse
facility Nurmes. The business goal was to make the job introduction process more efficient and precise.
The company started a 360 virtual reality project in 2021 autumn to support the introduction process.
Earlier job introduction materials were examined. The prototype was launched in January 2022, where
we gathered feedback on the features of the 360 job onboarding system.
Previous studies of job onboarding have dealt with the motivation of learners in VR environments [2],
using VR in maintenance [5] and using flipped learning approach [3]. Our first hypothesis was that 360◦
VR videos are more motivating and engaging than text and picture-based job introduction material.
There is evidence for that, but research mainly focused on young people and kids [2]. Moreover, there
is a lack of study for job introduction or onboarding in 360 contexts. We found a study using VR in the
maintenance sector Kone [5], but it did not focus on the job orientation process.
Proceedings of EDULEARN22 Conference
4th-6th July 2022, Palma, Mallorca, Spain
ISBN: 978-84-09-42484-9
1251
The second hypothesis was that the case company could benefit from flipped learning approach. Instead
of spending entire periods watching a lecture, students or this case, employees watch lectures online
outside of class time and use class time to do activities in this content work. For example, the potential
benefits of flipped learning are self-paced learning and "just-in-time" type instruction. Flipped learning
can use to implement online 360 videos as theory material. Then human interactions can use for oral
feedback from working on tasks. [3]
Research questions were:
RQ1: How forestry SME performs job onboarding?
RQ2: How did 360 virtual reality and videos support the job introduction?
RQ3: What types of challenges are related to creating VR/360 platforms?
2 METHODOLOGY
This study used case study research with a single case structure. In particular, the case study provides
information on the research problem and related phenomena. According to Yin [4], the case study is
justified by unique phenomena that cannot be repeated. Therefore, a comparison group is also not
needed in the case study.
Regarding the selection of the case organization, Motoajo Oy (SME) can be seen as a representative
case performing digital transformation with the help of consultants and technology providers. In the
context of the forest industry, we couldn't find other forest machine operators utilizing new digital
technologies for job introduction. Therefore, our case can also be considered as a unique case. The
results of this case study can be later replicated by other case study researchers in different
organizations. Others can learn from the research findings of the case study by applying a model of
development work and avoiding common pitfalls.
In data collection, we utilized multiple sources of evidence [4]. First, we gathered data from Motoajo's
employees by using semi-structured interviews. Second, the interviews were transcribed and the
interview data was analyzed with thematic analysis to determine how 360 virtual reality and videos
supported the job introduction process. Finally, we identified the job onboarding related challenges
based on observations.
Table 1 describes the progress of the experiment step by step.
Table 1. Activities of the experiment.
Input
Output
Data sources
Kickoff
Project kickoff meeting
Business case definition
Interviews
User Stories
Service blueprint, user
stories
User stories review
Observations, interviews
Technical
Specification
Features of virtual platforms
Lapentor, Glue, Matterport,
device specifications Oculus
Quest 2, Hololens 2
Technical Specification
review
Discussions with platform
providers, documentations of
devices and platforms
Development
API, videos
Development review, first
prototype Lapentor
API descriptions, discussion
with VR experts, discussions
with Motoajo CEO and foreman
UI Design
Brand identity elements,
edited videos
UI design review
Visual guidelines
User Feedback
Feedback form
User feedback review
Interviews, discussions with
Motoajo employees
Testing
Test cases
Testing and quality review
Error logs, interviews, feedback
Deployment
Deployment plan
Prototype release
Interviews
User Training
User training plan
User training feedback
Feedback
Experiment
closure meeting
Closure meeting agenda,
presentation
Experiment final review
Feedback
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3 RESULTS
In this chapter, we will present the main results of this case study. The results have been organized
according to the three research questions of this study.
3.1 How forestry SME performs job onboarding?
We started exploring the case organizations´ current job onboarding practices both by interviews and
by analyzing the content and modules of the job onboarding system. Firstly, we were granted access to
the job onboarding system that was available as Google Form. Secondly, we played the role of a new
employee and completed the questionary. The following observations were made on current practices.
Our research team considered the current job onboarding system as a valuable data source for learning
how a case organization operates its business. However, we observed that long textual content in the
current job onboarding system might cause challenges for learning, especially for people who value
visual presentation instead of text form. At some points, the modules of the job introduction would have
required more hierarchy and granularity, leading to a better consistency. One of our observations was
that the case organization could have used significantly more video material to support the learning
process of new employees.
• Job onboarding addressed two quality management standards: 1) quality management system
ISO 9001 [6] and 2) environmental management system SFS ISO 14001 [7].
• Responsibilities of both internal and external communications were clearly visible:
o External communications related to logging sites included communication to logging
management such as information on damaged roads, exceptions such as detected issues that
required environmental protection. Internal communication included detected exceptions and
problems communication between drivers and entrepreneurs, feedback and reclamations.
• The environmental management system included practices for identifying and reporting of
environmental damages and their prevention.
• The job onboarding process included an item on protective clothes such as a helmet, vest, shirt,
safety boots, and gloves while dealing with fungicide and changing chains.
• Action in emergencies and firework instructions were an important part of job introduction in the
case organisation.
• Occupational safety: employees need a valid occupational safety card.
The interviews for the employees (n 4) were performed in the Spring of 2022. These interviews revealed
the following key points related to current job onboarding practices:
• “We discussed machine-specific orientation that would take advantage of the virtual environment.
Some machine brands had already taken advantage of this, where the machine can quickly get
information on a “part” basis by clicking somewhere in the virtual program.”
• “From our point of view, it would be of great benefit to new drivers and parents to have the right
kind of work techniques and machine adjustments that are easy to understand and internalize.”
• “Unfortunately, the technical development of the machines has been strong so that you will not
be able to use all the benefits immediately or the know-how will be delayed.”
• “Older drivers often have a threshold to try something new, but if the introduction program can
also show an increase in output/reduction in fuel consumption, it is certain that the threshold and
resistance to change will be easier to overcome. Easy to understand and customizable.”
• “Productivity of some senior forest machine operators could be significantly increased with proper
training and machine adjustment.”
• ”Senior forest machine operators act as mentors for new forest machine operators.”
3.2 How did 360 virtual reality and videos support the job introduction?
Our experiment aimed at improving the job introduction of new employees from the viewpoint of dealing
with forestry liquids. We decided to focus on issues related to forestry liquid, such as how to position a
fuel container safely in the forest, how to sort forestry waste in the main storage area, where is the motor
oil, etc., and what type of protection is required while dealing with the fungicide, what an employee
1253
should do if a fungicide/diesel exhaust fluid container is damaged and leaks a significant amount to the
ground). We aimed to provide a solution that could be used both through VR glasses and PC/Mobile
workstations (such as 360 viewers).
The implementation of the improved version of the job onboarding system started in October 2021. This
digital transformation was funded by an EU-funded project that enabled a joint digital experiment
between the case organization and a digital innovation hub.
- Exploring features of Lapentor (360-degree virtual tour) platform
- Testing Lapentor platform with initial data
- Shooting panoramic images for testing purposes and integration to prototype
- Implementing video and image hotspots
- Matterport video shooting session and Matterport servers
- Matterport 3D modelling
- The bidding process for exporting Matterport 3D model to Unity and Glue virtual space
- 3D rendering and integration models to virtual collaboration space Glue
- Trialing both platforms
- Identification of usability and functionality concerns
The interviews for the employees (n 4) were performed in the Spring of 2022. These interviews revealed
the following key points related to the usage of the virtual job onboarding system:
“Well, the job orientation was another, and now we're going to learn about these best places
to manage that orientation, that is, where the goods are sorted and we try to reduce the
carbon footprint.”
“Job introduction doesn't have to be like starting each guy hand in hand to do it”
“Great words such as so-called ‘little virtual actives’ what ever they are, hotspots, here we
got in-depth information, pretty good, now we have to think what we shall put to them.”
“It was very indeed possible to turn that image into a virtual environment, look at that
storage hall, and then watch those videos from different points.”
“Saves time and allows you to watch videos as many times needed.”
3.3 What types of challenges are related to creating VR/360 platforms?
Our third research question aimed at identifying potential challenges and concerns in using and
establishing virtual reality and 360 degree platforms. The planning of VR/360 started in November 2021,
together with Motoajo employees and the research team. Our first task was to decide the scope and
boundaries of the job introduction platform. We received initial information on job onboarding scenarios
from Motoajo foremen. These scenarios included sorting the oil canisters, dealing with solid waste such
as oil filters and vaseline tubes, sorting iron waste, safety manuals, and safety procedures dealing with
liquids (diesel exhaust fluid). These scenarios were updated in the experiment work meeting of Motoajo
and the research team. This meeting also included a visit to Motoajo´s warehouse.
The second task was to create video content for the selected scenarios. A prototype of a virtual job
onboarding system was created based on panoramic pictures. The mobile phone was used to take
panoramic pictures and sample videos. We observed some cropping on these pictures when
implemented to Lapentor 360-degree platform.
The third task was to initiate the bidding process for virtual reality collaboration space. This activity
turned out to be more complicated than expected. We did not have a clear understanding of the steps
required to transform 360 pictures into a virtual collaboration space. Additionally, we did not have a clear
view of what type of skills and resources would be needed for implementing virtual collaboration space
on 3D models.
The fourth task was to perform high-quality 360-degree video shootings with Matterport cameras both
in the warehouse and logging site (outdoors). Unfortunately, we faced arctic (- 25 Celsius) weather
conditions on the video shooting day. This caused challenges in using camera equipment properly.
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The fifth task was to negotiate and purchase licenses for the VR space. Before the final decision, we
evaluated several open-source platforms but observed limitations and challenges in tailoring the virtual
room (use own 3D models in a VR space). We observed that mature VR collaboration spaces that
enabled tailoring and importing custom 3D content were expensive for SMEs´ needs. Therefore, we
purchased licenses for only a short period of time. At the same time, the number of stakeholders was
growing and causing communication challenges.
The sixth task was to design a 3D model based on the Matterport point cloud. Here we observed that
we had forgotten 3D rendering from the bidding process completely, and we needed to resolve the issue
by hiring a 3D rendering specialist to the project. Figure 1 shows a final 3D model of the warehouse in
the virtual collaboration space.
Figure 1: The 3D rendered model of the warehouse.
3.4 Analysis
“Table 2” describes the analysis of case study results, including only interview data. The analysis was
carried out by performing the thematic analysis. As a result of this analysis, 15 categories were found.
Table 2. Analysis of research questions (RQ 1-3).
Research
question
Data
Category / Theme
RQ1
“We discussed machine-specific orientation that would take advantage of the
virtual environment. Some machine brands had already taken advantage of this,
where the machine can quickly get information on a “part” basis by clicking
somewhere in the virtual program”
Forest machine-
specific job
orientation
RQ1
“From our point of view, it would be of great benefit to new drivers and parents to
have the right kind of work techniques and machine adjustments that are easy to
understand and internalize. “
“Productivity of some senior forest machine operators could be significantly
increased with proper training and machine adjustment”
Job onboarding on
machine
adjustments
RQ1
“Unfortunately, the technical development of the machines has been strong so
that you will not be able to use all the benefits immediately or the know-how will
be delayed.”
Rapid technological
development of
forest machines
RQ1
“Older drivers often have a threshold to try something new, but if the introduction
program can also show an increase in output/reduction in fuel consumption, it is
certain that the threshold and resistance to change will be easier to overcome.
Easy to understand and customizable.”
Effects of job
introduction
Resistance to
change
1255
RQ1
”Senior forest machine operators act as mentors for new forest machine
operators.”
Mentor program
RQ2
“Well, the job orientation was another, and now we're going to learn about these
best places to manage that orientation, that is, where the goods are sorted and
we try to reduce the carbon footprint.
Sorting waste
Reduce carbon
footprint
Management of job
onboarding
RQ2
“Job introduction doesn't have to be like starting each guy hand in hand to do it”
Self-learning
material
RQ2, RQ3
“Great words such as so-called ‘little virtual actives’ what ever they are, hotspots,
here we got in-depth information, pretty good, now we have to think what we shall
put to them.”
Hotspots
Scope definition
(challenge)
RQ2
“It was very indeed possible to turn that image into a virtual environment, look at
that storage hall, and then watch those videos from different points.”
Transforming
images to virtual
spaces
RQ2
“Saves time and allows you to watch videos as many times needed. Employees
would be better prepared for work tasks if they would spend one day to watch job
introduction videos before starting work.”
Time savings
Enables replay for
videos
Regarding the third research question, the following challenges were identified based on multiple
sources of evidence. The data source has been described by using abbreviations: IN= Interviews of
Motoajo employees DI=Discussions, DO=Documentation, PO=Partic. observation, DOB= Direct
observation, PA= Physical artefacts.
- Deciding the scope (which content modules are used in the job onboarding platform) (IN)
- Expensive licenses of commercial VR spaces (DI, DO)
- Managing multiple stakeholders related to the development of the platform (VR space providers,
content creators, lead users (PO)
- Complicated bidding (PO)
- Lack of 3D rendering / 3D modeling skills and resources (DI, PO)
- Arctic environments can hinder video cameras shooting in the arctic environment (PO, PA)
- Need for multiple devices to create VR/360 content (DI, PO, PA)
- 3D rendering of the large storage areas can be expensive and time-consuming (DI, PO, PA)
- Cross-platform technology is hard to find (PO, PA)
- 3D modeling and 360 shootings need high-quality camera to ensure full image (no cropping) (PO, PA)
4 CONCLUSIONS
This study aimed at answering the research problem: how to support job introduction with a 360-degree
virtual reality environment. The research problem was divided into three research questions.
Regarding the first research question (How forestry SME performs job onboarding?), we explored the
current job onboarding practices of the case organisation, a forest machine operator company Motoajo.
The following themes on job onboarding were identified: Forest machine-specific job orientation, job
onboarding on machine adjustments, rapid technological development of forest machines, effects of job
introduction, resistance to change, and mentor program.
Concerning the second research question (How did 360 virtual reality and videos support the job
introduction?), we described the implementation process of the improved version of the job onboarding
system and identified the benefits of using 360/VR as part of job onboarding. The analysis resulted in the
following themes: sorting waste, reducing carbon footprint, management of job onboarding, self-learning
material, hotspots, transforming images to virtual spaces, time savings, enables replay for videos.
The last research question (What types of challenges are related to creating VR/360 platforms?),
revealed the pitfalls, bottlenecks, and challenges in establishing the virtual job introduction system. The
challenges we observed included: difficulties in deciding the scope of the job introduction system,
expensive licenses of commercial VR spaces from the SME´s viewpoint, managing multiple
1256
stakeholders related to the development of the platform, and a lack of 3D rendering / 3D modeling skills,
and resources.
We established two hypotheses for our study. Our first hypothesis was that 360◦ VR videos are more
motivating and engaging than text and picture-based job introduction material. In order to support this
hypothesis, we were not able to gather enough data. Our second hypothesis was that the case company
could benefit from flipped learning approach. For this hypothesis, the findings of our study provide partial
support by indicating that self-learning videos enable time savings and allow employees to watch videos
as many times as needed. The CEO of the case organisation addressed that employees learn basic
skills from videos and apply these skills in daily work.
This study included the following limitations. First, the larger group of interviewees would have resulted
in richer sets of challenges, benefits, and experiences related to job onboarding. However, our case
organisation was an SME, and only a few persons we able to participate in our study. Second, this study
was performed in a relatively short period of time. A longer experiment would have enabled more
detailed data collection on job introduction practices of the case organisation. Finally, case study
research does not allow the generalization of results to other organisations. However, we can use our
results to extend the theory of virtual job onboarding and using virtual learning environments. Further
research could focus on comparing VR-based learning to text- and image-based learning in more detail.
ACKNOWLEDGEMENTS
We wish to thank various people for their contribution to this project, for help in collecting the data and
run the experiment.
The experiment was co-funded by the Horizon 2020 Framework Programme of the European Union
Under grant agreement No 952176 (DIH-World).
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