Fighting Fires with Virtual Reality!

Trends in Technology Innovations in Adult Education

Northern Arizona University ETC556, Spring 2019

Gregory Ardrey, Aspen Westin, Heather Callies

Overview

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The learners will be 6 fire and rescue personnel of varied experience levels that normally work together at a city fire station.

The training program will be delivered in a computer lab with 6 workstations equipped with VR headsets and an instructor workstation. The lab will have HDTV monitors for the instructor to monitor what the students are seeing and doing.

The learners will practice fire and rescue techniques in a VR simulation of a real high rise or other large building in their jurisdiction. This will allow them to gain a working knowledge of that building where it would be impractical to practice in the actual building due to time, cost, and logistics of shutting down the building while they practice.

Multiplayer computer gaming technology will be used to simulate fire, smoke, and machine controlled victims to be rescued, and score user performance.

Rationale

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Why use virtual reality as a training tool in an extremely dangerous job?

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Because virtual reality has many aspects that fit into the Universal Design of Learning (UDL) perfectly.

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UDL is a set of principles to follow when designing curriculum. These principles allow for multiple methods of learning and showing knowledge that fit the needs of diverse learners. “Adult students benefit from two major aspects of UDL: (1) its emphasis on flexible curriculum, and (2) the variety of instructional practices, materials, and learning activities” (Universal Design for Learning 2010).

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Provide multiple means of representation

Present information and content in different ways

Using virtual reality is a great way to stimulate visual and hands on learners because learners are immersed in a visual world that allows them see what they are learning and complete a task as if they are really there.

Provide multiple means of action and expression

Differentiate the ways that students can express what they know

Using virtual reality to teach firefighters allows the learner to respond to the scenario the way they think is necessary. How they respond provides a glimpse into what the student knows.

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Provide multiple means of engagement

Stimulate interest and motivation for learning

Using virtual reality will engage learners from the start. It is so lifelike and content is essential to something that is relevant to the learner, increasing engagement.

Virtual Reality and the UDL Principles

Rationale

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When virtual reality (VR) is used to train people in any aspect, it can “improve human performances and to speed up processes by providing relevant information in a highly contextual way” (Marengo, A., Pagano, A., & Ladisa, L. (2018). This helps to reduce time and errors of the task at hand by providing practice in real life situations. Repeated practice can enhance performance by reducing reaction time.

This type of VR exposes firefighters to dangerous situations without actually placing the firefighter in harm's way.

Also, virtual reality offers hands-on, experiential learning. Experiential learning fits within the UDL principles because it allows for learners to actually experience the learning.

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Training with virtual reality can reduce errors in performance.

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Rationale

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Technology can be programed to fit the diverse needs of adult learners.

David Kolb is well known for his experiential learning theory. He believed that learning took place on four levels. He argues that the impetus for development of new concepts is provided by new experiences. Thus, learning takes place as the person progresses through all four stages.

In VR, the firefighter would be experiencing a simulated concrete experience. The firefighter would then be able to reflect on and review the experience. They would be able to learn from the experience and they would be able to have active experimentation within the VR training. Participating in VR fits the diverse needs of adult learners (McLeod, S. 2017).

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Pros

• Highly engaging
• Memorable experiences
• Adaptable to various learning styles
• Active Learning
• Eliminates risk or safety concerns
• Offers experiences that promote repetition and retention�(Gardner, M. 2018)

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Cons

• Can create cybersickness
• Promotes reclusive behavior
• Return to reality is hard
• Can be costly
• Adults rely on past experiences to learn new information�(Meyer, A., Rose, D., Gordon, D. 2014)

Why is this innovative?

Using virtual reality to train firefighters is at the forefront of new technology. This type of training is innovative because it is not currently widely used and could make training more effective for the reasons mentioned earlier.

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Plan Details

Most cities have large buildings such as office towers or hotels. The opportunity for emergency responders to practice in one of these buildings is rare. In an emergency event, how will they be able to respond effectively in an unfamiliar building?

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Our training program will take advantage of the fact that most architects use the computer aided design program called AutoCAD to design the buildings.

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We will import these existing plans into 3D modeling software to create photo-realistic models of the building just like Hollywood does for movies and video games, then use multiplayer gaming technology and VR to practice in these virtual environments.

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How will the technology be implemented?

Plan Details

• The training facility will be equipped with six VR stations.
• Trainer will spend a short period of time explaining how the VR works (e.g., how to put it on, adjust it, turn it on, interact with the surroundings).
• Each student will be asked to try on the headset and adjust it, then activate the scenario.
• The first scenario is a brief tutorial to teach them how to interact with the system. They can pick something up, look around, and explore.
• After the tutorial scenario, learners will be asked to regroup and remark on their experiences and what they noticed. Instructor will ensure all interactive segments of the VR have been noticed and answer questions.
• The next scenario is an easy scenario that asks them to make decisions for where to go and what to check based on smoke and flame signals.
• When everyone feels comfortable, they will begin the third scenario which asks them to save a human.

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How will the teacher integrate VR into the classroom?

Plan Details

Electronic floor plan files will be acquired from building owners, architects, and other local authorities. These will be converted to 3D and imported into a gaming engine to create a simulated environment.

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A group of 6 trainees will start with a short orientation session where they will learn how to move through and interact with the simulated environment. During this time they will be monitored to make sure they acclimate and avoid signs of cybersickness.

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Sessions will get longer and more complex as they acclimate and the computer will score the trainees on how quickly they accomplish the objective (putting out the fire or rescuing the victims). They will also lose points for unwarranted risks. The team will be able to talk to each other on headsets as if they were in radio contact at a real fire scene.

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How will learners use the technology?

Plan Details

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To assess the success of the technology, learners will be asked to complete surveys after course completion.

Survey questions include:

• Rating how prepared they feel they are to experience true emergency situations after completing the course
• How they feel the use of VR helps them experience scenarios similar to real life
• How they feel VR compares to face-to-face training
• Whether they felt the VR experience helped them to think on their feet

After their first call to a true emergency in the field, they will be asked to repeat the survey.

How will the impact of the technology be assessed?

Plan Details

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What are the expected outcomes of the technology integration?

• Students will learn and retain information.
• Reaction time to scenarios/real life experiences will improve.
• Students will like the experience and be motivated to complete training again.
• Students will better understand virtual reality and how to use it.

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What are the expected outcomes of the technology integration?

Technology

There are 4 pieces of technology that will be used to make our training program work. We will explain these further in the coming slides:

• Computer-Aided Design: Existing electronic blueprints in AutoCAD that allow us to simulate a real building.
• 3D Rendering: Converts AutoCAD drawings into photo-realistic 3D replica using LightWave 3D.
• Gaming engine: Imports 3D building and adds fire and victims to rescue. Provides the brains of our VR environment in the form of computer programming.
• VR headsets allow users to interact with the environment.

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AutoCAD Floor Plans

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• Most buildings have architectural plans created in AutoCAD
• AutoCAD is the industry standard, like the MS Word of floor plans
• Provides a library of real buildings in which we can build events and victims

LightWave 3D Rendering

• Popular 3D modeling software. (Used in games and movies like Star Wars.)
• Can import AutoCAD drawing files.
• Creates photorealistic building models.

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Epic Games Unreal Engine

• The programming environment that controls the simulation
• Can import LightWave models
• Adds the fire and victims controlled by computer
• Adds trainees as players in the game

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Oculus Rift S VR Headset

• Presents 3D environment and senses head movement to change the wearer’s view
• Handheld controllers allow interaction with objects in simulation
• Uses binaural audio to simulate sounds coming from different directions
• Provides intense immersive experience that simulates stress-inducing elements
• Instructor will watch trainee actions on monitors

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Conclusion

• We will train first responders to handle environmental stressors, make decisions, and save lives through practice in a simulated situation.
• We will use virtual reality to expose trainees to the dangers of the job without the potential of true injury.
• Exposing first responders to some of the environmental factors they will experience in emergency situations prepares them to make better split-second decisions.

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Reference List

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AutoCAD Architecture Toolset | Architectural Design Software. (n.d.). Retrieved April 27, 2019, from https://www.autodesk.com/products/autocad/included-toolsets/autocad-architecture Industry standard for architectural computer aided design

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Boddington, D. (2017). Virtual reality:recognising the risks. Science Focus. Retrieved from: https://www.sciencefocus.com/future-technology/virtual-reality-recognising-the-risks/#annotations:keD3nGhGEempgKM-cdmb3w

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Gardner, M. (2018). 6 advantages of virtual reality learning and training. Retrieved from:

https://mutualmobile.com/resources/6-advantages-virtual-reality-learning-training

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LightWave Gallery. (n.d.). Retrieved April 27, 2019, from https://www.lightwave3d.com/community/gallery/category/architecture/ Gallery of computer generated 3D Architectural Renderings created in Lightwave

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Marengo, A., Pagano, A., Ladisa, L. (2018). Towards a mobile augmented reality prototype for corporate training: A new perspective. Retrieved from: https://eric.ed.gov/?id=ED590354#annotations:4yhpxGd4Eem9hucWQvulXA

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McLeod, S. (2017). Kolb’s learning styles and experiential learning cycle. Simply Psychology. Retrieved from: https://www.simplypsychology.org/learning-kolb.html

Reference List

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Meyer, A., Rose, D., Gordon, D., (2014). Universal Design for Learning: Theory and Practice. Wakefield, MA: CAST.

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NAU Virtual Reality Learning Studio. (n.d.). Retrieved April 27, 2019, from https://nau.edu/library/virtual-reality-lab/ VR Lab in NAU's Cline Library

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Oculus Rift S. (n.d.). Retrieved April 27, 2019, from

https://www.oculus.com/rift-s/ Latest industry standard VR headset

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Rutgers Online. How technology can shape adult education. Retrieved from: https://online.rutgers.edu/blog/technology-can-shape-adult-education/#annotations:cyZnDGd4Eemyacfwdkdk0w

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Universal Design for Learning. TEAL. Retrieved from: https://lincs.ed.gov/sites/default/files/2_TEAL_UDL.pdf

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Unreal Engine. (n.d.). Retrieved April 27, 2019, from

https://www.unrealengine.com/en-US/what-is-unreal-engine-4 Gaming Engine used as programming platform for simulations

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Link to Team Intrepid’s Concept Map

https://www.mindomo.com/mindmap/44c316b0d3d84b08866ef0ff1c225a16