VR in Emergency Response

Virtual reality (VR) simulation systems became popular in training high-intensity industries, especially in industries where a real-life scenario is challenging to simulate. Due to the nature of firefighter's jobs, the simulator needs to ensure accurate representation of the environment for this added fidelity to be practical. Under the assumption that VR training can correctly replicate real-world environments, due to limited access to practice opportunities, it is imperative for firefighters to refresh and update their original knowledge through simulations, regardless of their experience and expertise level. The spatial discrepancies caused by VR can be corrected through practicing and including landmarks. Therefore, repeated use of VR simulators can reinforce existing skills.

During firefighting, firefighters must use both explicit and implicit memories to apply their knowledge fully. Explicit memory represents technical skills that can be obtained through traditional training. As Haskins et al. (2020) state, most firefighters' training is classroom-based with slides, lacking visual, audio, and experiential learning. This kind of learning is observed in both novice and professional firefighters' training when they go through initial or refresher classes. Another aspect of firefighters' jobs involves implicit memory, which helps firefighters develop reflexes when encountering a stimulus. In Monteiro et al.' (2020) experiment, participants were asked to determine the target height with a thermometer, representing visual stimulus or haptic thermal stimulus. They find decisions made with both haptic and visual stimuli are more accurate than using either alone. Because haptic stimuli is an aspect of the training that can be best reproduced virtually, considering cost and safety, their finding suggests the importance of VR simulations in targeting experiential learning. Because all types of memory are strengthened through continual exposure and practice, with the help of VR simulators, firefighters can decrease their decision-making speed, reinforce muscle memories, and translate these skills when working in real-life situations.

Another advantage of using VR training is to enhance spatial knowledge in real-life scenarios. Since a real burning building has low visibility, VR training can simulate such an environment. Along with physical and mental demands in a virtual environment, with practice, trainees can strengthen imagery formation and schema of a real firefighting environment, familiarizing themselves with  tools and their locations to improve decision making and knowledge applications. Haskins et al. (2020) and Monteiro et al. (2020) point out, VR simulators that present an egocentric view and require physical efforts from the firefighters promote active learning that reinforces knowledge retention. He et al. (2019) further demonstrated in their experiment the successful transfer of both spatial and implicit skills acquired from the virtual environment to real, complex environment. This is likely due to the enhanced formation of imagery and cognitive maps, which further reinforce situational and spatial awareness and present memory in an organized manner. The use of VR training enhances imagery and organization of information. 

In conclusion, under the assumption that the simulator accurately mimics the real environment, the use of VR training benefits firefighters because it allows practicing and applying hard knowledge, body reflexes, and implicit knowledge under conditions that are difficult to simulate in real life. This knowledge needs to be practiced continuously to create imagery that accurately portrays the environment and optimized retrieval rate because stressful situations can undermine cognitive ability.

References

Haskins, J., Zhu, B., Gainer, S., Huse, W., Eadara, S., Boyd, B., Laird, C., Farantatos, J. J., & Jerald, J. (2020). Exploring VR Training for First Responders. 2020 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW), 57–62. https://doi.org/10.1109/vrw50115.2020.00018

He, Q., McNamara, T. P., Bodenheimer, B., & Klippel, A. (2019). Acquisition and transfer of spatial knowledge during wayfinding. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(8), 1364–1386. https://doi.org/10.1037/xlm0000654

Monteiro, P., Melo, M., Valente, A., Vasconcelos-Raposo, J., & Bessa, M. (2020). Delivering Critical Stimuli for Decision Making in VR Training: Evaluation Study of a Firefighter Training Scenario. IEEE Transactions on Human-Machine Systems, 1–10. https://doi.org/10.1109/thms.2020.3030746