LudoScience
English
FrançaisHuman or avatar: psychological dimensions on full scope, hybrid, and virtual reality simulators Philippe Fauquet-Alekhine - 2011
Informations
Support : Références scientifiquesAuteur(s) : Philippe Fauquet-Alekhine
Editeur : Proceedings of the Serious Games & Simulation Workshop, Paris, 22-36
Date : 2011
Langue :
Description
Abstract
Professional training for risky professions involves simulation training. This kind of facilities has appeared very important to give to the workers the initial knowledge, to improve the skills of experienced workers, and to make them face rare situations for which they must be potentially ready to deal with. The past years, a broad range of simulation systems including virtuality have become available on the market, and the professions concerned are wider every year. The possibilities for the training manager to skip from a full scale simulator to a virtual simulator is becoming very attractive because a virtual simulator seems to do the same as a full scale simulator and because purchase and maintenance are cheaper. But it only “seems” so. Shifting from the full scale to the virtual simulation gives advantages and at the same time leads to some major pedagogical differences which are not always thought about. These differences are mainly due to the subjective relationship between the trainee and the simulated situation, and thus, the simulator. We here suggest some considerations about this subjective relationship by analyzing the psychological dimensions of the simulation. We show how difficult it can be to train workers on simulators when embodiness and immersive conditions are not adapted, which imply to build a specific transference process in daily work activities after training sessions. Virtual simulators are more sensitive to this problem; we illustrate it with two important psychological processes encountered in risky professions: short term occupational stress and focusing structuration by the tools. We conclude that virtual simulations and especially Serious Games can be chosen for professional training provided the professionalization strategy includes an adapted transference process of the know-how to develop the appropriate skills in non-simulated conditions.
Références (1) :
Alvarez, J., Djaouti, D. (2011) Introduction to Serious Game. Proceedings of the Serious Games & Simulation for Risks Management Workshop, Paris, France, 11-15
Djaouti, D.; Alvarez, J.; Ghassempouri, R.; Jessel, JP.; Methel. G. (2007) Towards a classification of Video Games. In Artificial and Ambient Intelligence convention (Artificial Societies for Ambient Intelligence), Ed. of The Society for the Study of Artificial Intelligence and Simulation of Behaviour, Newcastle upon Tyne, UK, , p. 414-419
Mots-clés : Serious Game, Simulation, Training