Look, who is talking?
C.E. Visee · 2012
Background and context Virtual Simulation Training increases in popularity for training of first responders in case of emergency situations. ‘XVR’ is virtual simulation training software used for this cause and is considered to be a Serious Game. Feeling immersed in a simulation is assumed to positively influence learning. Immersion is related to aspects like experiencing Presence and Involvement in the virtual environment. Realness of and interaction with the virtual environment can generate the feeling of Immersion. For a training of Fire Crew Commanders (FCC) the communication between the trainee and the instructor who is physically present, plays an important role. Trainees find themselves dividing their attention between the virtual and the real world. Objective The objective of this study is to research the influence of a different method of communication with the instructor on the experience of Immersion of a FCC during his training, by integrating the instructor’s role-play into the virtual environment (One World; virtual and real world aligned). Research Questions The primary research question of this thesis is: can the immersive experience of a Fire Crew Commander during simulation training with XVR be improved by integrating communication through role-play with the Virtual World to experience Immersion in One World? The secondary research question elaborates on this new manner of training with integrated communication: what are the effects of various ways of enriching communication between the Fire Crew Commander and the virtual characters in this newly created One World on the experience of Immersion of the Fire Crew Commander? Methods The immersive experience of a total of 27 Dutch Fire Crew Commanders was measured by a questionnaire and by post-experimental interviews. The current training situation and four situations with an instructor integrated in the virtual environment and manipulations of the communication were tested. The questionnaire measured the concepts of Communication, Spatial Presence, Involvement, Realness and Co-Presence. The interview gathered the Fire Crew Commanders’ experience of the different conditions. Results The immersive experience of Fire Crew Commanders was not influenced by the position the instructor had during role-play. An auditory cue (different voice) and a visual cue (speech balloon) were experienced to be beneficial for giving orders in the virtual environment. An effect of the cues on the feeling of Immersion in the virtual environment was not revealed. However, an ANOVA (statistical test) revealed that an instructor who is integrated in the virtual environment in combination with visual and auditory cues has a positive effect on experiencing giving orders in the virtual environment. Conclusions and Discussion For Serious Games, which train decisiveness and leadership abilities, the position of the instructor has no impact on the immersive experience of the trainee. This implies that the learning effect will be equal with or without an instructor who is physically present, assuming that Immersion influences learning. Visual and auditory cues can be supportive in creating a better understanding and control of the training scenario. For E-Semble this means that remote learning could be offered alongside the current training form. Also, integration of visual or auditory cues are supportive in understanding the scenario more easily; this sympathises with an XVR learning objective.