Abstract
Conducting safe coaching is essential for training police officers, who very often face a variety of unexpected and dangerous incidents. Their reaction to situations must be rapid and appropriate. To prepare officers for dangerous situations, but those that cannot be practiced in real life due to high costs, danger, time, or effort, virtual training seems to be the obvious choice. This article deals with the development of a calculation algorithm to assess the risk of actions taken on the site of a traffic incident, which was implemented into the training version of a virtual reality (VR) simulation. It includes a number of factors and elements that form a scenario of simulations that affect the degree of its difficulty and the assessment of the performance of each exercise. The different components of the algorithm that make it possible to assess the skills of the students of police specialist courses are presented. The acceptance criterion for the developed algorithm shall be the correct assessment of the student’s skills during the course of the training.
Highlights
The widely developed fields of application of virtual reality (VR) technology are mainly medicine, education, and entertainment, and selected elements of manufacturing processes, robotics, and data visualization [1]
Studies carried out have shown the need to continue work to determine the methods of transferring skills acquired in VR training to real incident scenarios and to assess the potential risks associated with frequent training in an engaging and physiologicallysimulating virtual environment [7]
The use of the VR-based method for training is applicable in areas where cooperation of human teams in different fields is required, which is associated with high economic costs and a high risk
Summary
The widely developed fields of application of virtual reality (VR) technology are mainly medicine, education, and entertainment, and selected elements of manufacturing processes, robotics, and data visualization [1]. Studies carried out have shown the need to continue work to determine the methods of transferring skills acquired in VR training to real incident scenarios and to assess the potential risks associated with frequent training in an engaging and physiologicallysimulating virtual environment [7]. The results of studies based on both methods showed that trainees preferred 3D visual instruction in virtual reality, while a comparison of the level of training in both groups did not show any difference. Other studies have shown that virtual reality and augmented reality courses have delivered better educational results than traditional training in terms of speed of action, as well as in the number of errors made. The use of the VR-based method for training is applicable in areas where cooperation of human teams in different fields is required, which is associated with high economic costs and a high risk
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