A4 Refereed article in a conference publication
Ethical Aspects of Distributed Extended Reality Training
Authors: Heimo, Olli I.; Lehtonen, Teijo
Editors: Alvarez, Isabel; Arias-Oliva, Mario; Dediu, Adrian-Horia; Silva, Nuno
Conference name: International Conference on the Ethical and Social Impacts of ICT
Publisher: Springer Nature Switzerland
Publication year: 2025
Journal: Lecture Notes in Computer Science
Book title : Ethical and Social Impacts of Information and Communication Technology : 22nd International Conference, ETHICOMP 2025, Lisbon, Portugal, September 17–19, 2025, Proceedings
Volume: 15939
First page : 215
Last page: 226
ISBN: 978-3-032-01428-3
eISBN: 978-3-032-01429-0
ISSN: 0302-9743
eISSN: 1611-3349
DOI: https://doi.org/10.1007/978-3-032-01429-0_19
Publication's open availability at the time of reporting: No Open Access
Publication channel's open availability : No Open Access publication channel
Web address : https://doi.org/10.1007/978-3-032-01429-0_19
This study explores the ethical implications of implementing Distributed Extended Reality (XR) in the context of remote education and training. As XR technologies evolve and become increasingly integrated into learning environments, particularly in technical fields requiring hands-on experience, new ethical questions arise. The research applies a deductive method within the framework of Virtuous Just Consequentialism, an extension of Moor’s Just Consequentialism, to evaluate whether distributed XR systems can be implemented without amplifying existing ethical concerns. The analysis focuses specifically on the unique ethical characteristics of distributed XR. Key findings indicate that, under certain conditions, distributed XR solutions can be deployed in ethically sound ways that do not exacerbate existing problems. In some cases, distributed XR may even offer improvements over traditional remote education by enhancing engagement, reducing resource waste, and enabling broader access to complex technical training. However, challenges related to usability, equality, and technological limitations remain, particularly for novice users and vulnerable groups. The use of a multi-ethical analytical framework proved helpful for exploring these layered issues, though its complexity can pose interpretive difficulties. The study concludes that distributed XR holds promise as an ethical training technology, provided that implementation is carefully designed with attention to inclusive access, technological fairness, and the cultivation of virtue in both learners and systems. © 2025 Elsevier B.V., All rights reserved.
