This document is the author's post-print version, incorporating any revisions agreed during the peer-review process. Some differences between the published version and this version may remain and you are advised to consult the published version if you wish to cite from it.

No abstract

This document is the author's post-print version, incorporating any revisions agreed during the peer-review process. Some differences between the published version and this version may remain and you are advised to consult the published version if you wish to cite from it.

Police work is often dialoguecritical, team-based and pmcemually-driven. This paper presents a multi-modal, scenario-based training model that can be used to train new police recruits. It is designed to improve the recruits' decision making process, while emphasizing the impoaance of close collaboration between pmers when resolving potentially hostile situations. The model utilizes cost-effective, dialoguedriven, interactive video technology. The benefits of applying such a model to police training in Victoria, Australia, is presented and diSCUSsed PreambleThe primary objective of multimedia training applications is to lower the cognitive load on working memory and make learning easier. User interactivity has been found to promote knowledge retention, increase student satisfaction and decrease overall learning time. Scenario-based training offers educators and trainers the ability to design teaching applications that encourage user interaction and experimentation. Multimedia enhances traditional scenario-based training by providing realistic simulations of scenarios.In some professions, such as law enforcement agencies, the misuse of, or inappropriate dialogue when responding to a situation can put the safety of an agent in jeopardy. Training for such individnals needs to concentrate on the selection and implementation of appmpriate dialogue to snit particular situations and the coordination of actions and dialogue between partners. Such skills must then be placed witbin the framenork of predefined guidelines and procedures. Traditional scenario-based training entails discourse, consideration of all participants, and adherence to operational guidelines.If multimedia is to be used to enhance traditional methods of scenariwbased training, a conversational driven interface is required to provide user interaction and realism. As cost remains an important consideration, developers need to find a balance between what they wish to achieve and what is technically and financially possible using the resources at their disposal. This papa presents a cost-effective, conversational-driven, scenario-based training model that aims to enhance the decision making Multimedia Unit, Education Department Victoria Police, Australia skills of trainees in dialognecritical tasks. The tasks are strictly procedurally-driven and involve team-based collaboration. The model was used successfully to develop a multimedia scenario-based training application for the Victoria Police, Australia Multimedia Scenario-based trainingScenario-based training enables the trainee to immerse themelves m a situation, gathering feedback from their mundings, learning how to adjust their behaviour and interact with others [l]. It is particularly useful for instruding trainees in procedural and policy-driven tasks.Multimedia scenario-based training provides an opportunity to develop timecritical decision making skills and improve judgment in a virtual environment. Trainees can practice procedures and leam iiom mistakes m a safe, virtual environment that closely r...

This presentation outlinses the rationale and development for a virtual reality resource that simulates some of the apparent effects of dementia.BackgroundDementia is a progressive condition that affects approximately 800,000 people in the UK.1 By 2051, this is expected to rise to 1.7 million2 placing a heavy burden on health and social care resources.The Francis Report3 highlights a fundamental need for compassion in care. Dementia is a particularly hard condition for carers to understand as people with dementia can lack the awareness and ability to articulate their needs.DescriptionThe project aimed to enhance understanding of how it might feel to live with dementia so that students studying for a career in health and social care can better empathise with people living with dementia. This was achieved by simulating some apparent effects of the condition, with aged related impairments, through Virtual Reality (VR). Students used the ‘think aloud technique’ to share and reflect on their experience.OutcomesWorking with a team of specialists, including Professor Graham Stokes (Director of Dementia Care, BUPA), we were able to create a scenario that reflects the current understanding of dementia. We chose to deliver this through VR so user could experience a sense of presence not achievable through typical exercises. In the simulation, the students conducted simple tasks, such as clearing away breakfast dishes. During this engagement the computer logic would mislead the player, and make changes to the environment that weren’t in the field of vision. This helped give a sense of confusion.Take home messagesThe presentation will discuss the student experience, development journey, costs, and utilising VR as an educational resource. We believe VR is a powerful and accessible new platform, and through our presentation we hope to share our experiences and encourage innovation and exploration.References