Fire fighting is an extremely physiologically and psychologically demanding occupation, requiring tremendous resources for training personnel as well as incurring significant workplace safety and insurance board (WSIB) costs. Approximately 33% of fire fighter injuries result from exposure to fire leading to the possibility of reducing these injuries through training fire fighters to make better decisions, particularly when under stress. Simulation (and virtual simulation in particular) offers a safe and cost-effective alternative to practice with real fire, offering entry level training to aid fire fighters to reach a specific competency level. With the ubiquity of video game play and advent of new consumer-level physical interfaces for video games (e.g., the Nintendo Wii Fit balance-board and the Microsoft Kinect), serious games (games whose primary purpose is education and training), are able to provide users with innovative interactive techniques that are highly engaging and immersive. This paper reviews the development of serious games and virtual simulation applications that may be utilized for training in the fire service. Current technology allows for the simulation of fire spread and smoke movement along with training certain fire fighting skills and incident command co-ordination. To date, gaming technology is not capable of providing a real world scenario that is completely and faithfully accurate in a dynamic virtual environment. Future work could utilize serious games to also recreate the decision making processes and the physical requirements that fire fighters encounter in an emergency situation. These could be incorporated into a simulation environment where the physical and psychological stresses are analogous to live fire fighting situations.

Using Serious Games and Virtual Simulation for Training in the Fire Service: A Review

The advances in the educational field and the high complexity of student modeling have provoked it to be one of the aspects more investigated in Intelligent Tutoring Systems (ITSs). The Student Models (SMs) should not only represent the student's knowledge, but rather they should reflect, as faithfully as possible, the student's reasoning process. To facilitate this goal, in this article a new approach to student modeling is proposed that benefits from the advantages of Ontological Engineering, advancing in the pursue of a more granular and complete knowledge representation. It's focused, mainly, on the SM cognitive diagnosis process, and we present a method providing a rich diagnosis about the student's knowledge state - especially, about the state of learning objectives reached or not. The main goal is to achieve SMs with a good adaptability to the student's features and a high flexibility for its integration in varied ITSs.

A proposal for student modeling based on ontologies and diagnosis rules

The context of this research is the creation of human learning environments using virtual reality. We propose the integration of a generic and adaptable intelligent tutoring system (Pegase) into a virtual environment. The aim of this environment is to instruct the learner, and to assist the instructor. The proposed system is created using a multi-agent system. This system emits a set of knowledge (actions carried out by the learner, knowledge about the field, etc.) which Pegase uses to make informed decisions. Our study focuses on the representation of knowledge about the environment, and on the adaptable pedagogical agent providing instructive assistance.

https://www.enib.fr/~buche/article/IJVR_10.pdf

PEGASE: A Generic and Adaptable Intelligent System for Virtual Reality Learning Environments

This research is situated within the context of the creation of human learning environments using virtual reality. We propose the integration of a generic and adaptable intelligent tutoring system (Pegase). The aim is to instruct the learner, and to assist the instructor. The multi-agent system emits a set of knowledge (actions carried out by the learner, knowledge of the field, etc.) used by an artificial intelligence to make pedagogical decisions. Our study focuses on the representation of knowledge about the environment, and on the adaptable pedagogical agent providing instructive assistance.

https://www.enib.fr/~buche/article/ESWA_11.pdf

An expert system manipulating knowledge to help human learners into virtual environment

In this article, we discuss the 3D Interactive Virtual Training for Teachers system (IVT-T) which we built for teachers to hone in their classroom management skills. By interacting with thirty fully autonomous and animated realistic 3D virtual students in two detailed and realistic 3D classrooms, teachers can practice their behavior management and receive feedback and reflection opportunities on their performances. Lack of experience in managing students’ disruptive behavior in classrooms is one of the main causes of teacher turnover and IVT-T provides them with such an experience in virtual reality using 3D graphics and spatialized sounds. IVT-T is a low-cost stand-alone fully autonomous system that teachers can interact with on their laptop, without special equipment or personnel to operate the system. Although previous training systems for teachers have been successfully developed, requirements to guide future research and development of such systems have not been established. We present a set of six requirements (Behavioral Fidelity, Environment Fidelity, Instructional Design, Autonomy, Interactivity, and Scalability) for VTEs for teachers established from our survey of the literature and from our iterative lifecycle activities to build IVT-T. We describe IVT-T’s modular architecture designed to meet these VTE requirements and to enable the addition of an integrated intelligent tutor. We evaluated IVT-T to assess whether all requirements have been met. The evaluation of the behavioral and graphical fidelity of our virtual students conducted by education experts using mixed methods indicated that IVT-Ts graphics and students’ behaviors were very realistic. The evaluation of IVT-T’s User Interface (UI) usability confirmed IVT-T’s effectiveness, efficiency, and learnability. We present current findings supporting the soundness of IVT-T instructional design. We conclude with implications of our proposed requirements for future VTEs for learning social skills, and our future plans for IVT-T.

The Interactive Virtual Training for Teachers (IVT-T) to Practice Classroom Behavior Management

Multiagents systems for virtual environment for training. application to fire-fighting.

This study concerns virtual environments for training in operational conditions. The principal developed idea is that these environments are heterogeneous and open multi-agent systems. The MASCARET model is proposed to organize the interactions between agents and to provide them reactive, cognitive and social abilities to simulate the physical and social environment. The physical environment represents, in a realistic way, the phenomena that learners and teachers have to take into account. The social environment is simulated by agents executing collaborative and adaptive tasks. These agents realize, in team, procedures that they have to adapt to the environment. The users participate to the training environment through their avatar. In this article, we show that MASCARET allows the establishment of models necessary to the creation of Intelligent Tutoring System. We interest notably to its use in pedagogical aspects.

https://hal.archives-ouvertes.fr/hal-00611187/document

MASCARET: multiagent system for virtual environment for training.

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Multiagents systems for virtual environment for training. application to fire-fighting.

MASCARET: multiagent system for virtual environment for training.