Immersive virtual reality and passive haptic interfaces to improve procedural learning in a formal training course for first responders

Abstract

One key aspect for the safety and success of first responders’ operations is the compliance, during the intervention, with all the safety procedures and prescribed behaviors. Although real-world simulation exercises are considered as the best way to verify if operators are ready to handle emergency situations, they are not always a viable approach. Firefighting courses, for example, do not usually include this kind of activities, due to the numerous hazards related to deploying controlled fires for the simulation. However, traditional training approaches based on class lessons and multimedia learning material may not be particularly effective for teaching practical skills and procedural behaviors. In this work, the use of a Virtual Reality Training Simulation (VRTS) combined with passive haptic interfaces and a real-time fire simulation logic is investigated as a complement to a traditional video-based training approach used in the context of forest firefighting. The teaching of safety concepts and correct use of individual firefighting tools was selected as a use case, and a user study involving 45 trainees was carried out in the context of an existing training course. One third of the trainees attended the traditional video-based lessons of the course, whereas the remaining ones also took part to a practice training session, half of them with the devised VRTS, the others in the real world. Experimental results showed that the additional use of the devised VRTS improved the trainees’ procedural learning, as well as their motivation and perceived quality of the overall learning experience.

Smart Learning: An Interactive Dissection Simulator for Medical Students Through Virtual Reality

“…In Fig [5], Tools for dissection are lying on a tray from which human anatomical structures can be dissected.…”

“…Although they are seen to be the most effective method for determining whether operators are prepared to manage emergency circumstances, real-world simulation exercises are not always a practical option. It is possible that traditional training methods centred on classroom lectures and multimedia learning materials are not very good at imparting procedural behaviours and practical skills (Calandra et al, 2022).…”

Design and emotional responses: is there coherence between what is said and what is felt? A study using biofeedback and virtual reality

“…The reasons for choosing two computational systems with different characteristics (entertainment and training) were because: a) This type of media has complex emotional stimuli (Järvelä et al 2015); b) the importance of investigations into emotion and affectivity in the use of computational systems and VR has been increasing (Hassenzahl and Tractinsky 2006;Kaza et al 2016;Kumar and Kumar 2016); c) there are potential advantages to using psychophysiology techniques to investigate the emotional responses of users while they play computer games (Calvo and D'Mello 2010;Yannakakis et al 2016); and d) they have been used in professional training experiments (Borsci et al 2016;Calandra et al 2023).…”

Strengthening entrepreneur business performance for South African SMEs by integrating behavioural courses into business skills training

“…Formal Training: These modes include classroom training (Bahl, Bhatt & Sharma, 2022;Calandra et al, 2023). Several of them exist, and they include courses, seminars and workshops and off-the-job learning such as academic courses, professional associations, reading groups and self-study.…”