The concept of the physical learning factory’s concept includes numerous requirements to meet existing learning theory principles. Nevertheless, despite the versatile learning factory concepts available today, the high degree of complexity of the industrial production environment makes it challenging to transfer the competencies learned into the operational application situation. With Virtual Reality, training participants have the opportunity to learn in physical learning environments with transfer-oriented action tasks in virtual space directly after the training. The learning process can be personalized and adapted in the virtual learning environment. Each training participant can individually determine elements of the learning situation. For example, training participants choose the entire learning environment adapted to their unique real production environment. Virtual Reality enables new forms of reflection, e.g. recording the learning process and the associated actions. However, this sets new requirements in the context of design, which creates different challenges in Virtual Reality compared to the physical concept. The research project PortaL pursues a two-stage procedure to tailor the virtual learning environment to users in the best possible way. A pre-selection of potential design elements was presented to various stakeholders and evaluated by them in a Delphi study regarding their respective suitability for representing different aspects. A list of rated design elements resulted from this evaluation. This paper shows the methodology which was used for the design element identification and evaluation.

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