| dc.description.abstract | Virtual Reality (VR) is one of the key emerging technologies of this century and can be used in many domains. One of these domains is the education domain, where training in VR has become much more affordable due to the recent rise in the availability and affordability of consumer-grade VR equipment. Training in VR comes with many advantages such as an increase in motivation and an increase in self-efficacy. However, because of the novelty of VR, it is interesting to look into the implementation of the technology within a curriculum. It is important that the implemented VR module stays exciting and effective for the students using the technology. Debriefing is a facilitated phase that triggers reflective thinking after a simulation. Adding debriefing after simulation-based training is beneficial for students according to literature because they get a chance to examine their decision-making process and the consequences. Debriefing also increases performance scores.
The main objective of this research is to look into the effect of debriefing after VR firearm training at the Dutch Police Academy (PA) on knowledge gain, self-efficacy, motivation, and perceived usefulness. Furthermore, the research looks into what the best way of debriefing is for this specific case. The research uses VRange, a VR firearm training module for PA stu- dents, and The 3D Model of Debriefing, to conduct the experiment.
46 PA students participated in this study. The participants were divided into three groups; a no-debriefing (ND) group, a self-debriefing (SD) group, and a peer-to-peer (P2P) debrief- ing group. First, the students filled in a questionnaire, thereafter they would experience the VR training. The SD and P2P groups were debriefed after the VR training. The experiment ended with a post-questionnaire. All quantitative questions are based on existing question- naires. The pre-questionnaire measures the knowledge and self-efficacy levels before the VR training. The post-questionnaire measures the aforementioned variables plus motivation, perceived usefulness, and, the debriefing experience.
The results and discussion show that there are no significant results that indicate that the debriefing groups outperform the non-debriefed group for the self-efficacy, motivation, and perceived usefulness variables. Looking at the qualitative answers, the SD-group is more content with the debriefing session and the ND-group is most enthusiastic about the idea of debriefing, although they were not debriefed. Therefore, it cannot be concluded that the implementation of VRange would benefit from the addition of debriefing because the effec- tiveness of adding debriefing cannot be proven by this research.
Although it cannot be concluded that the implementation of VRange would benefit from the addition of debriefing, some recommendations can be made. Debriefing can actually help students to be more reflective and students do see the benefit of debriefing. However, a module like VRange may not be the best educational tool for a debriefing. Another VR simulation, with less procedural knowledge, but where students need to make more choices could benefit more from the implementation of debriefing. If debriefing was to be used without a facilitator, self-debriefing would fit the Police Academy best. Because learners can track their progress individually and take it more seriously. | |
