abstract
- In the growing demand for virtual adult learning, assessing learners' satisfaction and the real-world applicability and organizational value of such programs is essential. Addressing this would align educational investments with measurable organizational outcomes. This study presents a pilot application of a structured evaluation instrument, based on Kirkpatrick's four-level model, to assess the perceived impact of Learning Interactive Virtual Experience (LIVE) programs offered by a higher education institution. This study presents a case study conducted in Mexico consisting of a preliminary application of a pilot instrument to assess the organizational impact of virtual training. Adult learners (112) from 11 different LIVE programs responded to the instrument. Results show that while participants reported high personal value (57.48% of responses were classified as promoters), perceptions of organizational recognition and impact were notably lower, particularly regarding whether leaders and organizations acknowledged the training's usefulness. The Net Promoter Score (NPS) reached 45.87%, indicating standard satisfaction levels with room for improvement. The lowest-scoring items related to perceived return on investment and organizational engagement, highlighting a disconnect between individual learning outcomes and perceived organizational benefit. The instrument is quick to administer (completion time < 1 min), making it suitable for large-scale evaluation workflows within the institution. This pilot study provided valuable insights to enhance program design and promote better alignment between virtual learning initiatives and organizational objectives. While the instrument demonstrated high internal consistency (Cronbach's alpha = 0.938), further research is needed to complete a comprehensive validation process. The results of this preliminary application provide a foundation for extending its use in broader adult professional learning contexts.