+44 (0) 131 290 1286 contact@dromansolutions.com


Overview & Benefits

Although e-learning represents a vast and growing approach to training, studies identify that on-line information posted on intranets, on-line quizzes and courses consisting of Powerpoint slides with a voice-over, no longer match users’ expectations, or experiences with their own mobile devices and methods of accessing information.

The Chartered Institute of Personnel and Development note from their research that whilst organisations are looking to use technology more for training, most lack the in-house skills to develop such training.

Immersive learning, the facility of allowing users to enter and interact with a scenario, is widely considered to represent the natural progression from traditional e-learning approaches.

In response to the above situation, Droman Solutions Ltd has created a unique multi-sector partnership that facilitates rapid translation of organisational training needs, into interactive scenarios that replicate users’ workplace experiences and are accessible on mobile devices through apps.

This ability to allow users to access training anytime, anywhere that they feel it will be best undertaken, frees staff and organisations, from scheduling training and mitigates costly service disruption, through abstractions from the workplace. This also flows with world-wide trends away from classroom based, trainer-led approaches, to mobile, learner-led training, harnessing digital methods and media.

In addition to Droman Solutions’ training catering for various preferred learning styles, e.g. focusing first on guidance notes or immediately moving to the interactive scenarios, feedback from our pilot suggests that immersive learning also assists with some learner needs such as dyslexia.

If you want to look at CIPD research on immersive learning try:



If you want to read more deeply about these topics try:

Admiraal, W., Huizenga, J., Akkerman, S., & Dam, G. T. (2011). The concept of flow in collaborative game-based learning. Computers in Human Behavior, 27(3), 1185 – 1194.

Akkerman, S., Admiraal, W., & Huizenga, J. (2009). Storification in history education: a mobile game in and about medieval Amsterdam. Computers and Education, 52(2), 449 – 459.

Brom, C., Buchtova, M., Sisler, V., Dechterenko, F., Palme, R., & Glenk, L. M. (2014). Flow, social interaction anxiety and salivary cortisol responses in serious games: a quasi-experimental study. Computers and Education, 79, 69 – 100.

Hamari, J., Shernoff, D. J., Rowe, E., Coller. B., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179.

Liu, C.-C., Cheng, Y.-B., & Huang, C.-W. (2011). The effect of simulation games on the learning of computational problem solving. Computers and Education, 57(3), 1907 – 1918.
Ronimus, M., Kujala, J., Tolvanen, A., & Lyytinen, H. (2014). Children’s engagement during digital game-based learning of reading: the effects of time, rewards, and challenge. Computers and Education, 71, 237 – 246.

Where You Can Find Us

3.8 Techcube, 1 Summerhall Place
Edinburgh, EH9 1PL

+44 (0) 131 290 1286


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