e-Learning for business case study

The challenge

To explore how real-time 3D technologies were able to aid learning and communication.

Multiple schools of study within the University of Hertfordshire were approached to suggest how they might benefit from the use of such interactive simulations in classroom-based environments.

The School of Health and Emergency Professions at the University of Hertfordshire was selected due to the greatest
challenge it presented. Traditionally, a lot of the learning involved engaging in role-play scenarios.

Paramedic students would participate in a virtual scenario, in which both safety hazards and casualties were present.

The level of detail required was a major challenge, as it was based on the presence of both audio and visual cues that students would respond to.

The prerequisites were such that it should be a multi-user, computer-based assessment.

The solution

The idea was to create a high fidelity, 3D simulation in the form of a road traffic accident scenario, which could be used to gather as much data as possible.

Everything from heart and respiratory rates to vehicle velocity, impact, and varying means of extraction, would be present in some form.

The ways in which the students proceed to solve the problems could be recorded in great detail and played back for review , along with their conversations with the various agents – which would be acted out by academic staff.

The scenarios were quick to set up as the environment and its content were completely digitised.

Everything from the time of day to the location and traffic volume could be entered as a series of variables to produce different circumstances and hazards.

Impact

The simulation enabled the students to determine immediate challenges and how quickly they were required to act.

They made informed decisions, ranging from where to park their ambulance vehicle, to the order in which they should discuss matters with police and fire brigade personnel.

Also, they could deduce which casualties needed attention at different points during the scenario and how best to attend to them.

The finished product allowed academics to assess their students through a virtual medium without straying from previously established models of practice.

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