Despite the growing use of virtual environments for training in complex industrial settings, we have little understanding of how these innovative settings transform training and trainers everyday work. This study investigates the instructional use of an industrial building’s virtual environment by expert trainers during a training session for nuclear power plant field operators. Drawing from the course-of-action theoretical and methodological framework, field notes, continuous video-recording of the training sessions and verbalisations during post-training self-confrontation interviews with the trainers were collected and analysed. The results point out four typical instructional uses of the virtual environment in authentic settings: (a) showing the material elements and spatial layout of certain areas of the reactor building, (b) displaying safe and typical paths through the building, (c) explaining functional aspects to help trainees develop an operating model of the nuclear building, and (d) sharing salient experience through real-life anecdotes. These typical uses and their related learning dimensions are anchored in the re-enactments of expert trainer’s embodied past events. The discussion develops the counterintuitive idea that from an instructional point of view, the intensified immersion of trainers afforded by the virtual environment seems less influential than emerging practice-based learning experiences. We conclude with new possibilities for improving learning through and for work thanks to re-enactment of expert trainers’ past work practices.

尽管在复杂的工业环境中越来越多地使用虚拟环境进行培训，但我们对这些创新性设置如何改变培训和培训师的日常工作知之甚少。这项研究调查了在核电站现场操作员培训课程中，由专业培训师对工业建筑的虚拟环境的指导性使用。从行动过程的理论和方法框架中，收集并分析了实地记录，培训课程的连续视频记录以及培训员在面对培训员进行自我面对面采访时的动词。结果指出虚拟环境在真实环境中的四种典型教学用途：（a）显示反应堆建筑物某些区域的物质元素和空间布局，（b）显示穿过建筑物的安全且典型的路径，（c）解释功能方面以帮助受训人员建立核建筑的运行模型，以及（d）通过现实轶事分享重要经验。这些典型的用法及其相关的学习维度被固定在专家培训师所体现的过去事件的重演中。讨论提出了违反直觉的想法，即从教学的角度来看，虚拟环境所提供的强化培训者的浸入似乎比新兴的基于实践的学习经验的影响力要小。我们以改善学习的新可能性结束 （d）通过现实生活中的轶事分享重要经验。这些典型的用法及其相关的学习维度被固定在专家培训师所体现的过去事件的重演中。讨论提出了违反直觉的想法，即从教学的角度来看，虚拟环境所提供的强化培训者的浸入似乎比新兴的基于实践的学习经验的影响力要小。我们以改善学习的新可能性结束 （d）通过现实生活中的轶事分享重要经验。这些典型的用法及其相关的学习维度被固定在专家培训师所体现的过去事件的重演中。讨论提出了违反直觉的想法，即从教学的角度来看，虚拟环境所提供的强化培训者的浸入似乎比新兴的基于实践的学习经验的影响力要小。我们以改善学习的新可能性结束 与新兴的基于实践的学习经验相比，虚拟环境所提供的培训师的沉浸式学习似乎没有那么大的影响力。我们以改善学习的新可能性结束 与新兴的基于实践的学习经验相比，虚拟环境所提供的培训师的沉浸式学习似乎没有那么大的影响力。我们以改善学习的新可能性结束通过和为感谢专家培训者过去的工作实践重新制定工作。