| Summary: | This dissertation focuses on the acquisition of expert skills in modern learning environments (MLEs). The overall goal is to discover the effects of MLEs on expert learning and to find meaningful ways to integrate the use of MLEs into training and education. The technological revolution has created the overall need and opportunity to adapt the use of technologies and effective methods to facilitate learning experiences and enhance learning outcomes. To understand the effects of MLEs on skills acquisition and the transfer of skills and knowledge to real life, four research papers (Articles I, II, III, and VIII) are presented in this dissertation. To understand knowledge transfer, potential gaps, and methods of improving technology integration in education and training, four additional research papers (Articles IV, V, VI, and VII) are presented in this dissertation. This dissertation proposes tentative frameworks for the design and implementation of sustainable, motivating, and engaging solutions. The Model for Integrating Immersive Learning Content into Adult Training follows the study’s findings on skills acquisition and expertise development and uses them as an educational foundation; the Human-Centered Design Model offers a framework for the development of online learning tools; the Systematic Integration Approach emphasizes motivation in the integration of technology into higher education; and the Societal Impact Assessment Toolkit and Evaluation Framework facilitates network collaboration and information sharing. The findings of this research can accelerate the understanding of knowledge and skills acquisition in MLEs designed for expertise development. The research provides domain-specific results for peacebuilding and cybersecurity training communities. Proper skills acquisition through training can have direct and indirect impacts on the success of operations and on resilience in risk situations. Facilitating cognitive skills acquisition, as well as presenting findings on expertise development and ...
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