Authors:
N. K. Jijith, Parimala Veluvali, Ramakrishnan Raman
Addresses:
Department of Management, Symbiosis International (Deemed University), Pune, Maharashtra, India.
Abstract:
Immersive technology has rapidly changed corporate training, especially in experiential fields like direct sales. This study compares VR and AR applications in direct sales training programs to assess their effects on learning efficiency, skill retention, and sales performance. Theoretical modules, classroom sessions, and video demonstrations reduce participation and interest in sales training. VR and AR allow trainees to interact with simulated consumer encounters and realistic product demonstrations actively. The suggested study approach combines both technologies into a blended training model that uses continuous behavioural analytics to adjust to each participant's performance. Fully realistic simulations in the VR program teach soft skills like persuasion, empathy, and negotiation. AR also enhances technical comprehension by overlaying digital product models onto real-world environments. A comparison of 60 sales professionals examined learning retention, confidence, and real-world sales improvement. VR-based training increased student confidence by 29% while AR modules increased product knowledge by 33%. In a hybrid VR–AR paradigm, learning efficiency increased by 28% compared with traditional e-learning systems. Immersive training platforms promote information acquisition, behavioural change, and sales flexibility. This study found that combining VR and AR with organised training frameworks creates more effective, data-driven, and customised learning environments that boost direct sales programs.
Keywords: Virtual Reality; Augmented Reality; Immersive Learning; Sales Training; Behavioural Analytics; Experiential Learning; Soft Skills Development; Blended Training Mode.
Received: 11/01/2025, Revised: 16/03/2025, Accepted: 10/05/2025, Published: 23/12/2025
DOI: 10.64091/ATITP.2025.000184
AVE Trends in Intelligent Technoprise Letters, 2025 Vol. 2 No. 4 , Pages: 212-222