A Serious Game for Incidence Response Education and Training
A critical incident at any institution may include bomb threats, assault, bio-hazardous spills, civil disobedience, electrical outage, fire or explosion, gas leak, natural disasters, infectious diseases, and terrorist threats. Although many employees know of this type of situation, most are not properly trained with respect to how to react when a critical incident occurs, nor do they understand lockdown procedures. Serious games refer to video games that are used for training, advertising, simulation, or education and inherently support experiential learning by providing students with concrete experiences and active experimentation allowing users to experience situations that are difficult (even impossible) to achieve in reality due to a number of factors including cost, time, and safety concerns. Here we describe the development of an interactive, multi-player (3D) serious game for the purpose of incidence response procedure education and training. Users are placed (via an avatar) within the three-dimension rendering of their workplace environment (e.g., university, college, hospital) in a first-person perspective. Within the virtual world, users encounter a particular emergency incidence (a specific “scenario”) that requires their response. They carry out their required tasks which will involve making various choices; making the correct choice will allow them to proceed with the scenario whereas an incorrect choice will present the user with information indicating why their choice was incorrect etc. The goal is to handle the emergency situation appropriately. Within the scope of this paper, a toxic fire scenario is being developed where the task of the user/player is to extinguish a fire in a typical chemical laboratory through the proper use of a fire extinguisher (available within the laboratory) and more specifically, using the Pull, Aim, Squeeze and Sweep (or P. A. S. S.) method.
||Serious Games, Incidence Response Training, Game-Based Learning and Training, Virtual Simulation
International Journal of Technology, Knowledge and Society, Volume 8, Issue 4, pp.177-184.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 523.859KB).
Graduate Student, Faculty of Business and IT, University of Ontario Institute of Technology, Oshawa, Canada
Mina Tawadrous is a graduate student currently studying for his M.Sc. in computer science at the University of Ontario, Institute of Technology. With a background in game development and entrepreneurship, his main focus has turned towards serious games and educational training games. He is especially interested in how technology can help teach and train individuals and is currently experimenting with relatively new technologies in video games and measuring any performance or learning benefits they provide for the user.
Enviroquest Ltd., Cambridge, Cambridge, Ontario, Canada
Sherrene D. Kevan, M.Sc., is a biologist, who has taught courses in introductory biology, genetics, ecology, and ornithology. She was a union representative on the Joint Health and Safety committee for 14 years at Wilfrid Laurier University. Sherrene has owned and operated her business, Enviroquest Ltd. for 22 years, specializing in education, research, and innovation. She currently holds 8 patents with another 5 applications submitted for examination by the US and Canadian patent offices. Her main focus of research is in creating software modules with researchers at UOIT to train students, faculty and staff at universities, schools, and industry in the area of lockdown incidents.
Associate Professor, Faculty of Business and IT, University of Ontario Institute of Technology, Oshawa, Canada
Dr. Bill Kapralos is an Assistant Professor in the Game Development and Entrepreneurship Program at the University of Ontario Institute of Technology. His current research interests include: multi-modal virtual environments/reality, serious and more specifically, examining the factors that lead to a maximum transfer of knowledge and retention, the perception of auditory events, and 3D (spatial) sound generation for interactive virtual environments and video games. With funding from the NCE, NSERC, SSHRC, and Inukshuk, he is currently involved in a number of serious games initiatives including those for the training of accountants, community health nurses, critical care providers, orthopedic and cardiac surgeons. He has published over 75 articles in peer-reviewed journals/conference proceedings, is co-editing a book on interactive audio (Oxford University Press), and has chaired the ACM FuturePlay International Conference on the Future of Game Design and Technology from 2007–2010. Bill is a recipient of an IBM Centers for Advanced Studies Faculty Award, and co-recipient of a Google Faculty Award.
Assistant Professor, Faculty of Business and IT, University of Ontario Institute of Technology, Oshawa, Canada
Andrew Hogue is an Assistant Professor at the University of Ontario Institute of Technology (UOIT) within the Game Development & Entrepreneurship program in the Faculty of Business and IT. Dr. Hogue’s research interests include the development and evaluation of game design techniques for education, the use of serious game technology to make business education more effective, as well as immersive VR technology, human computer interaction and computer vision.
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