Discovery and familiarization of workshops or factories in VR.

Il est essentiel de préciser que notre propos ne concerne ni la simulation architecturale des travaux neufs, ni la simulation des méthodes industrielles. We will instead focus on an immersive simulation approach, aiming to optimize the overall efficiency of an organization through research and comparison of configurations.

At AUDACE, simulation plays a central role in the field of training engineering. It offers remarkable visual and demonstrative power, simplifying mediation and facilitating the understanding of operating modes, whether it’s a machine or technical gestures. Its use stands out particularly during different pedagogical phases: discovery, practice, confrontation, evaluation.

Formative simulation offers considerable advantages, particularly among operational audiences who appreciate realism and pragmatism. By bridging the gap between theory and practice, it allows for better assimilation of knowledge. Immersed in the faithful reenactment of their work environment, the learner becomes an active participant in their training, moving away from the passive role of a traditional classroom setting. Constant interactions and scene fidelity contribute to enhancing memorization, concentration, and engagement.

La simulation pour découvrir son environnement de travail

VR simulation is a fantastic tool for an initial contact with the real work environment. Whether it’s to facilitate a recruitment session, onboard new employees or temporary workers, or promote internal team versatility.

In virtual reality, one can safely explore an industrial site spanning several thousand square meters within a limited training area. Virtual reconstitution allows one to become familiar with the layout of the workshops, where they can freely move around and start the machines.

THE F2A NETWORK CASE

This type of device is perfectly exemplified by the bottling line simulator developed for the F2A Network (Network of Vocational High Schools in the Agri-food Industries). It was initiated to address the growing challenges faced by students in accessing production sites for training purposes. Learners can experience the complete bottling process of a juice on a production line, including preparation, configuration, adjustments, and monitoring of production indicators. This way, they are introduced to maintenance interventions as well. Les apprenants étant des étudiants, AUDACE a réalisé des bornes interactives équipées de casques de réalité virtuelle. Each student takes turns wearing the headset while the others observe their actions on the kiosk screen. The trainer, on the other hand, guides and provides commentary.

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DIGITAL TWIN IMAGES OF A PRODUCTION LINE IN A BREWERY – CLIENT: F2A NETWORK (10 PROFESSIONAL HIGH SCHOOLS OF THE NATIONAL EDUCATION)

THE RHOB CASE (ARCELORMITTAL)

ARCELOR MITTAL was opening a new steel production unit dedicated to steel processing, identified under the name RHOB. As the investment required a swift implementation after the completion of construction, it was necessary to simultaneously train the staff in their future work environment and the tools present there, prior to the actual launch. AUDACE carried out a hyper realistic simulation designed in advance of construction and incorporating all efficiency criteria. : topography and circulation within the future site, operation of tools, process principles, first-level intervention, equipment management, compliance with standards, protocols, and safety.

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Simulation for practice and training.

Repetition is always virtuous in pedagogy, provided that it brings together factors of realism conducive to faithful practice. Workshops are rarely conducive environments for training. Dangers, noise, machinery, and vehicle traffic limit trainers’ ability to initiate young operators in workshops. For these novices, simulation is the concrete solution that meets the expectations of hands-on practice and manipulation.

Simulation is undeniably ideal for repeating gestures as many times as necessary and thus making them safe and precise. It also makes sense to use simulation for preparing rare operations that involve a high level of risk. It allows for improving performance and versatility according to expected standards, maintaining one’s workstation, and dealing with complex breakdown situations.

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Simulation for confronting risks.

Risky work situations can be divided into two distinct categories:

  • The first category consists of production situations during which employees may be exposed to hazards related to the environment (equipment, energy flows, machinery, etc.). These are fortuitous cases that are typically protected against by work organization and personal protective equipment.
  • The second category consists of operators performing interventions that clearly pose a identified danger to their health. It involves individually and voluntarily exposing oneself in a measured manner to a danger for the sake of collective safety gain. For example, by exposing oneself to the dangers of fire in order to save installations or individuals.

For both categories, simulation will allow the recreation of conditions exposing individuals to risks. The learner will then be able to confront situations that require their vigilance, reasoning, compliance, as well as common sense.

For simulations of interventions in hostile environments (virology, chemistry, radioactivity, etc.), the benefits of simulation are evident. It should be noted that training in hazardous environments is the only true tool for evaluating the operational skills of an operator.

AUDACE has developed numerous simulators for confronting known or unknown risks. Fire extinguishing simulator in virtual reality, industrial risk discovery school in augmented reality, simulation of intervention in a radioactive environment…

ORANO GROUP CASE

The ORANO Group has been collaborating with the AUDACE teams for 12 years, resulting in the production of over fifty projects in the nuclear field. Recently, AUDACE has developed a simulator called “JUMPER.” This device offers an intervention experience in the heart of a highly radioactive confined space.

The learner practices “jumping,” intervening, and exiting a steam generator to replace a “vital” component called the “tape.” The learner must perform their work according to the expected standard while minimizing their exposure to radiation. Very anxiety-inducing, the virtual reality simulation recreates both the feeling of claustrophobia, the manipulation with limited light, and the imperative of execution speed that the collaborator must demonstrate.

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The program measures everything the learner accomplishes and compares it to pre-recorded standards. The learner is thus continuously evaluated through their choices, actions, reaction time, and achievement of scores. The simulation can then compare the learner’s results to the initial expectations.

Depending on the types of simulation, the program can provide immediate feedback on the quality of task performance. A detailed analysis of actions can be provided as an assessment of the immersion experience.

The trainer can also choose to make the experience more challenging by changing the level (beginner, intermediate, expert) or introducing random events. Another solution is to let an AI (Artificial Intelligence) automatically regulate the metrics of the experience based on criteria predefined by the trainer.

The simulation experience can be created solely for the purpose of evaluating a candidate preparing for diploma exams or applying for a job.

BRIDGESTONE CASE

The BRIDGESTONE Group is deploying a tire manufacturing simulator in Europe to accommodate new entrants. Designed by AUDACE, this virtual reality simulator offers a digital twin of the tire mounting machine.

The objective is first to assess the individual’s ability to reproduce a gesture and then execute it at a precise pace. This tool no longer requires the use of a real machine, consumes minimal raw materials, and almost no energy. The program analyzes in detail what the learner accomplishes, allowing the trainer to focus solely on the debriefing phases.

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In all situations requiring repetition, repetitiveness, rarity, or risk, simulation is an operational and competitive solution. Simulation helps solidify knowledge and skills, allowing for training and evaluation of competencies. In a context where the cost of energy and raw materials is skyrocketing, learning on a simulator is an economical and ecological 4.0 solution. A fantastic tool for attracting young people and a formidable tool for continuous improvement for the more experienced individuals.

SNCF Elearning GDPR EXPRESS

Understanding the GDPR (General Data Protection Regulation), its principles, and the obligations and procedures it imposes for compliance can sometimes be challenging.

SNCF wanted to offer its executive employees, who are not familiar with legal issues, e-learning in order to increase their skills on the subject and acquire the right reflexes as soon as personal data processing is implemented. This e-learning training allows you to understand and memorize the fundamentals of the GDPR law to implement best practices within the Group.

An original e-learning course for a complex regulation

“Imagine yourself traveling on board the RGPD Express train. Samuel, the conductor, asks for your personalized ticket to access your seat. But when you arrive at your seat, your ticket is missing… You alert the conductor, as this could be dramatic! This ticket may contain personal data… But do you actually know what personal data is?…”

To facilitate the understanding of this complex regulation, Audace has proposed an attractive visual universe and storytelling inspired by the crimes of the Orient Express.

The learner becomes a victim of theft. Someone has taken their ticket for the RGPD Express! Under the watchful eye of Samuel, the main character, their learning takes the form of a subtle journey with several stages where they discover all the rules and recommendations outlined by the RGPD before reaching their destination.

To make the training more concrete and enhance its memorization, the story is punctuated with news stories that have occurred in the country, in the form of sensitive case reviews. Quizzes are also offered throughout the elearning, so that the learner understands the issue of losing their data and the risks involved.

The training consists of a core curriculum (approximately 40 minutes) comprising 6 chapters:

  • Introduction to the RGPD:
  • Définitions et traitement des données à caractère personnel:
  • The actors of the RGPD:
  • The principles to be followed
  • Documenting and proving compliance.
  • Quiz

Seven specific elearning modules of 20 minutes on average also make up the training:

  • Purchasing function
  • HR function
  • Communication / Marketing function
  • Video surveillance / Video protection function
  • IT Department function
  • On-board staff function

Discover the project in a video.

Capturing movements for a more immersive experience

As mentioned in a previous article on motion capture and finger tracking, motion capture enables the digitization of the gestures performed by the learner during the simulation. Capturing gestures in virtual reality offers several advantages, including a more immersive experience. Indeed, users can use their hands and bodies to interact with the virtual world. They can move freely within the virtual environment, without being limited by controllers. Interactions with virtual objects are done in a more natural way, with gestures similar to those in the real world. Motion capture allows for tracking the movements of hands and fingers with great precision, allowing for finesse and subtlety. It is therefore understood why many stakeholders are interested in it and are driving its progress.

Once cumbersome to implement or limited to studios equipped with high-end equipment, motion capture is becoming more accessible and lightweight thanks to new solutions available.

Hand gestures

After discovering Senseglove‘s haptic gloves at the 2022 exhibition, our attention has turned to Manus Meta’s Metagloves this year.

Manus Meta Gloves – Quantum Metagloves (5,999 €)

The feedback from our testers :

Practical, the gloves can be easily calibrated to fit the user’s hand size. The capture of finger skeleton movements (finger tracking) appeared to be highly accurate. However, the test was conducted with a single glove, so it was not possible to experience a VR immersion demonstration involving both hands. Thus, some doubts remain regarding the accuracy of 3D hand tracking in terms of the spatial positioning of one hand relative to the other or to the virtual reality headset.

The technology, however, is mature and now has a sufficient level of validation to be reliably integrated into simulators. It also interfaces seamlessly with Unity through a plugin.

Ultimately, it is suitable for dedicated uses where the analysis of delicate finger gestures is required, such as fine craftsmanship, surgery, tactile industrial quality control, and more. However, the ease of use could certainly be further improved, especially in terms of equipment setup time, and the cost remains prohibitive for widespread adoption.

For use cases that require basic finger tracking within the field of view and do not require millimeter-level precision, the finger tracking provided directly from the cameras of the headsets can currently be sufficient. This will also allow for a simpler setup to be maintained.

Analysis of body movements in virtual reality

Traditional optical-electronic motion capture systems (such as Vicon, Qualisys, …) are still considered the gold standard in terms of accuracy. However, they are still too cumbersome and expensive to be implemented in an immersive learning setup.

Therefore, suits equipped with inertial sensors have gradually emerged as a lighter solution. For instance, the manufacturer Movella (with its well-known X-Sens solution) was once again represented at Laval this year. However, their solution still requires a significant financial investment and requires a certain level of expertise to be implemented properly.

However, this sector has not been spared by the AI revolution. The startup area of the exhibition featured move.ai, a company showcasing its technologies capable of measuring full-body movements using just video cameras. And this can be done even using a smartphone camera, without the need for additional sensors or markers.

This solution, extremely easy to deploy, may not offer high precision right away, but it is already sufficient for analyzing the body as a whole and its posture. For example, it can capture the movements and gestures of the learner in the virtual environment and use the data in real-time to provide feedback and guidance. It can helps learners to improve their performance by allowing them to see their movements and compare them to correct movement patterns. Furthermore, it can allow for a detailed analysis of the learner’s performance progression, which can be useful for evaluation purposes. Motion capture helps make learning more interactive, engaging, and effective.

One example of use immediately comes to mind: raising awareness about musculoskeletal disorders (MSDs) risks during manual handling operations.

Measuring the emotions of a learner in immersion

Virtual reality immersion is increasingly being used in the field of training and education. However, it can be important to measure the emotions of the learner to improve the effectiveness of this learning method. For example, determining if the learner is able to perform a task in a degraded situation (stress management, reactions to danger, etc.). With this in mind, virtual reality tools have been developed to measure the physiological and emotional reactions of the learner during their VR experience.

The startup Kaptics was present at the Laval Virtual startup hall. The company presented a device for evaluating the user’s emotions during immersion. It is based on a technology that integrates biosensors into a traditional VR headset (the setup currently requires the use of an adapted strap). The solution measures EOG (electrooculogram) signals, EEG (electroencephalogram) signals, and facial EMG (electromyography) to track eye and brain activity as well as facial expressions.

Exploiting this information involves a colossal amount of signal processing work, including sampling, filtering, denoising, and more. Thus, there may have been concerns about a highly complex usage limited to research laboratory settings. This is not the case, as the company has skillfully extracted the relevant information and limited the output to 4 measurements:

  • the level of attention (focus, especially thanks to EOG which can act as an eye tracker),
  • the level of relaxation,
  • the emotional state
  • heart rate (the last three measurements help estimate the learner’s stress level).

It is easy to imagine how this approach can be integrated into our simulations. For example, it can provide the learner or their trainer with valuable objective and quantitative data. Measuring the stress level of a learner during a simulation involving the handling of hazardous materials or operating a large construction vehicle, for example, can be valuable.

The solution, currently being commercialized, is already available for experimenting with proof of concepts.

For more information on the importance of emotion in learner training, you can read our article “Add Emotion to Your Pedagogy.”

Innovations to assist content production

Simplify 3D modeling through AI

As we have discovered in recent months, generative AI has the potential to revolutionize the production of text content, images, and even music. The latest innovations leave no doubt that this technology is set to have a bright future in the world of 3D creation.

Each immersive learning production involves a preliminary step of 3D creation, which can vary in complexity. This may involve reproducing an entire industrial site, a warehouse, or a digital twin of a complex machine, for example. Our team is, of course, constantly monitoring solutions that will simplify or accelerate this step.

Audace has thus become acquainted with the company Mazing. Mazing develops a promising SaaS solution that uses AI to generate 3D models from photographs.

Exhibiting in the startup hall, this company is still in its early stages. At this point, it remains limited in the range of 3D models it can generate. Indeed, for an AI algorithm to be effective, it must be trained on a large volume of data. This is often a critical step, or even a technical bottleneck, for deploying such a solution. The needs related to the simulators developed by the agency are very specific (tools particular to a profession, rare or sometimes unique machines). Thus, they are not yet part of the recognized elements and may not be supported for some time. The first use case presented by Mazing is rather consumer-oriented: virtual fitting of clothing, including shoes.

Audace remains attentive to this sector, which is evolving at an impressive pace.

Use authoring solutions

The no-code trend (using tools without code) has significantly contributed to the emergence of authoring tools in recent years. These tools, for example, enable trainers to design their own educational content.

Those who have tested these solutions know that they offer undeniable gains in autonomy for the trainer. However, it is important to keep in mind that one cannot necessarily become an instructional designer or artistic director on a whim! The creations produced with these solutions can indeed result in very standardized or tedious content.

The Spectral TMS Case: An Example of an Authoring Solution for Augmented Reality Maintenance

CREATING OPERATING MODES AND EXECUTION ON THE FIELD WITH AUGMENTED REALITY

The goal of this solution is to assist in creating technical operating procedures using an authoring interface, without requiring specific skills in Unity or Unreal Engine. The content generated is then sent to the augmented reality headset of maintenance operators to assist them in real-time on the field in front of the machine to be repaired.

As part of the demonstration at the booth, the Audace team, equipped with Hololens 2 headsets, was able to carry out a task: diagnosing and repairing a fault observed on a PC tower. All of this was achieved without the need for computer expertise!

To do this, the operating procedure detailing the diagnostic steps and corrective actions to be implemented was prepared in advance using the authoring solution provided by the company.

Once on site, the headset first locates the actual PC tower using a QR code attached to it. The headset then displays guidance on the steps of the operating procedure to follow (such as checking certain parts, unscrewing indicated screws, etc.).

The information is not solely top-down. The maintenance technician using the tool always has the option to send field data back to the server. They can enrich the knowledge base with their feedback and observations (photos, comments, suggestions for improvements, etc.).

Our Experts Opinion: The solution appears very promising and user-friendly. It is clear that there are many potential use cases in the industry. It works well, in a simple and intuitive manner, for the end user on the Hololens 2. However, it remains limited to the use of this headset. A version available on smartphones is also offered but, unfortunately, provides less accurate 3D localization. New mixed reality headsets (such as the Meta Quest Pro) are not yet compatible with the solution, but their anticipated support could make the solution more accessible at a lower cost than the Hololens.

Stimulation of the senses for an increasingly realistic immersion

The sense of touch in virtual reality: haptic technologies

Reproducing touch: at the interface with the virtual

The HaptX Gloves G1 – HaptX (US) are currently one of the best haptic technologies for touch feedback in VR. The technology, based on a microfluidic approach, is integrated into a glove through numerous actuators about 2 mm in size, which allows for very high spatial precision in tactile feedback for the hands.

For greater immersion, the glove’s exoskeleton also provides a sensation of resistance and dynamic force feedback when grabbing an object in VR. Additionally, it features a magnetic motion capture technology claimed to be sub-millimeter in accuracy.

Tester feedback: It is impressive and promising to be able to experience a sense of touch in immersion. However, the device presented at Laval Virtual seems more like a technological showcase or proof of concept. It appears impractical to deploy routinely for training. The current size and weight of the system make it difficult for individuals to set up on their own: it is nearly impossible to don the gloves without assistance, and the airpack system (a backpack connected to a pneumatic central unit) adds to the complexity of the setup.

The company announces on its website the upcoming release of a more advanced and much lighter version of the device. We look forward to discovering this future version…

Feeling touch in immersion
The Actronika example (France) (€789.95)

The haptic vest, previously tested by the team at Laval Virtual 2022, has moved beyond crowdfunding and is now starting to be distributed. Compatible with both PC and standalone headsets, this vest enables the simulation of “impacts” or touch sensations through its vibrotactile motors positioned at various locations on the vest.

The software tools provided with the vest allow developers to access a library of sensations and even create custom effects felt with the vest (type of effect, location, intensity, etc.).

Feedbacks provided to learners have so far been primarily limited to visual and auditory stimuli, or a few vibrations in VR controllers. A new dimension opens up here, as content creators will now be able to transmit new feedback signals to the user through their torso.

Tester feedback: The sensations provided by this haptic vest are quite impressive. The location of impacts felt with the vest is very accurate compared to what is seen in the simulation. The intensity of the effects is also satisfactory, allowing users to feel both raindrops and explosions or other projectiles.

Use case examples: Awareness of accident risks (electric arc, explosion, collision with a vehicle, etc.), simulation of a hazardous environment (e.g., projections and splashes of dangerous substances).

Smell and hearing: senses that matter in VR

Olfy’s olfactory solution, already tested last year, was once again present to stimulate the sense of smell. This device adds realistic scents to virtual reality. It uses scent diffusers connected to VR software to create an immersive and multisensory experience.

In terms of hearing, sound undeniably plays a key role in immersing educational modules. Unfortunately, this component is often neglected in content. This is partly due to the necessary equipment and the specific skills required. However, the Audace teams have identified the software from Noisemakers. Marketed as a complete studio for creating immersive sound environments, it notably allows for the creation of 3D spatial soundtracks to accurately perceive the source of sounds in the virtual world.

“Smart” solutions for deploying a fleet of VR headsets

Upon arriving at the show, Audace was struck by the simplicity of this 25th edition. Gone are the bird’s-eye view simulator (Birdly, Laval Virtual 2015), swimming with dolphins in a real pool (Dolphin Swim Club, Laval Virtual 2018), or first steps on the moon with gravity compensation (Apollo Moon Operations presented by Iceberg in 2019). The days of heavy demonstrative installations (such as motorized seats or walking pads) and experiential attractions are over. These are likely now more suited to confidential uses and niche markets and have left the professional days of the show.

In a reverse trend, certainly indicative of the maturity achieved by immersive technologies, exhibitors are now focusing on large-scale deployment. Moreover, VR or AR headsets are not the be-all and end-all of content delivery platforms. Many players are offering multiplatform solutions that are accessible across various devices.

Once the immersive training is completed and validated, scaling up can be a real logistical challenge. When deploying a large number of headsets or training many users, it is necessary to ensure the transportation and storage of equipment, the installation and updating of software, the charging of headsets and accessories, their protection, hygiene measures, and more.

Audace offers assistance for these practical steps. The agency is constantly on the lookout for the best hardware and software solutions to help with this. Laval Virtual showcased some innovations in this area!

Feedback from the show on hardware

Custom cases tailored to each need
The Ino VR case: The company offered a wide range of custom storage solutions. Gone are the traditional foam inserts (custom-cut to store equipment). The cases now include charging solutions with a single cable to charge an entire kit (headsets, controllers, additional batteries, etc.). The Audace team was impressed by the cases that also integrate a powerful PC to run VR applications and a screen (with the option to include a router for multiplayer applications). This solution, ensuring ease and security of transport, is well-suited for trainers traveling to different sites.
A solution to protect headsets
The company TitanSkinVR offers protective frames for most virtual reality headsets. This solution safeguards headsets against theft, damage, and accidental pressure. It is particularly relevant in contexts where many users (not always careful) use the equipment in succession, such as in training centers.

On the software side: simplifying fleet management

Managing a fleet of headsets can be challenging, especially when the devices are distributed among several trainers operating in distant training centers. Few providers offering solutions to simplify this management have been identified.

The company ArborXR emerged at this Laval Virtual. Their SaaS solution, ArborXR, is distributed in France by several partners, including Matts Digital. It allows for remote management of a fleet of AR or VR equipment:

  • inventory and configuration of devices
  • remote installation of content and updates,
  • access to data on device health to facilitate maintenance diagnostics (battery, network, storage, OS, etc.),
  • access to what the user sees in the headset to assist them if needed

Transition from virtual reality to mixed reality

Augmented reality and mixed reality: definitions and distinctions

Augmented reality allows for the simultaneous display of virtual objects and a real environment through a smartphone, tablet, or dedicated glasses. The device’s cameras capture various elements of the real world to accurately position the virtual objects. Meanwhile, the device’s inertial sensors (accelerometer, gyroscope) help estimate the observer’s movement.

Mixed reality, as the name suggests, is the fusion of augmented reality and virtual reality. Using a headset (similar to a virtual reality headset), the user can see the real environment with integrated virtual elements (AR) or experience a completely virtual environment (VR).

Compared to augmented reality, using a headset rather than a smartphone or tablet allows for better immersion in the simulation and improved interaction with the virtual elements, through controllers or hand tracking instead of a tap on a screen.

Mixed reality to enhance the user experience

Compared to virtual reality, incorporating augmented reality features introduces new application scenarios. For example, transitioning from virtual reality to mixed reality in industrial training allows learners to interact with a production line while being guided by operational procedures through text, images, videos, and more. They are supported by virtual interfaces but can also receive alerts if they approach a hazardous area.

One could imagine having, within the same application, a virtual reality training module for new learners and a mixed reality module for more experienced learners.

Mixed reality is also highly valuable for maintenance operations, as it speeds up defect detection and ensures traceability of the tasks performed. Additionally, the operator can visualize each step of the process and even request assistance from a remote expert in case of major difficulties. This is what we refer to as smart maintenance.

One can easily imagine numerous applications across various fields: assistance in medical procedures, guidance for operators in the logistics sector, and more.

Mixed reality: impressive innovations for an immersive experience

All mixed reality headsets are standalone, meaning they do not need to be connected to a computer to operate (although some headsets offer the option to be used in wired mode for VR).

With the HoloLens (2016), Microsoft is a pioneer in the field of mixed reality, as it was the first mixed reality headset to be commercially released.

There are also other versions, such as the HoloLens 2. This version has the advantage of being better suited to the industrial sector, for example, by supporting regulated environments such as clean rooms and hazardous locations, or integrating with a safety helmet.

Virtual reality headset manufacturers (Meta, Vive, Pico, etc.) have followed suit by creating new headsets that enable mixed reality (2022). These headsets offer better performance, greater comfort, and improved lightweight design.

The main difference between the HoloLens and its competitors lies in the rendering mode of virtual objects. With the HoloLens, the virtual environment is visible through the visor, and virtual objects are overlaid on top (see-through). In contrast, other headsets use cameras to capture the environment and superimpose virtual objects onto it (passthrough). This difference in rendering mode primarily affects the field of view in the headset, which in turn impacts the sense of immersion: the closer the field of view is to that of the human eye (220°), the greater the sense of immersion.

The main headsets on the market and their characteristics:

Audace Projects

Augmented reality at Audace: fire safety for BPCE – Natixis

Augmented reality eLearning  on tablets for fire safety.  The user is situated in one of the corridors of their workplace. Equipped with their tablet, they are invited to scan the images that appear to them (on the walls of the facility). Then appears, overlaying the real world, with  questions, video animations,  as well as real-time 3D simulations, such as a trash bin fire. Their response to the simulated event (e.g., the appearance of a thick cloud of smoke) triggers the display of training tools : videos, documentation, and more.

Mixed reality at Audace: Volvo D8 engine – Exxotest

Mixed reality project with the HoloLens, which allows for overlaying a Volvo D8 industrial engine onto real equipment for maintenance training. The learner can then observe the operation of the engine and its functional systems, such as the air, oil, and fuel circuits. They can also access technical information, followed by quizzes and animations to facilitate their learning.

Mixed reality at Audace: Smart maintenance – Orano

Given the need to minimize radiation exposure for maintenance personnel working in EDF operational centers, AUDACE, in partnership with ORANO’s RD department, has developed a mixed reality device for maintenance assistance with radiation detection and visualization. The glasses are used by the maintenance staff and allow technicians to visualize (and avoid!) radiation hotspots and follow intervention instructions step-by-step.

The drivers of motivation in learning

The drivers of motivation in adult learners are key topics in the design of Digital Learning modules. Given a specific educational objective, what tools, pedagogical approaches, and creative concepts should be implemented to ensure knowledge retention? Numerous researchers in psychology and behavioral sciences study the mechanisms that influence adult motivation and the factors that interact to stimulate or inhibit it.

Main drivers of motivation to learn in adults

To spark the desire to learn, it is crucial to understand what motivates the learner. Research on adult learning motivation has identified several factors that can influence the motivation to learn. Here are some of the main drivers of adult learning motivation:

  1. Personal needs and interests: Research has shown that adult learning motivation is often linked to the need to solve problems or face challenges relevant to their professional or personal life. Adults are also more motivated to learn when they have a personal interest in the subject or field of study. These factors enhance intrinsic motivation to learn.
  2. The usefulness of learning: Studies have shown that adults are more motivated to learn when they can directly apply their new skills or knowledge to relevant tasks in their daily lives. Training must have a tangible impact on their lives.
  3. Expectations of success: Adults who have high expectations of success and perceive that learning is achievable have higher intrinsic motivation.
  4. Self-confidence: Self-confidence is an important factor for motivation in adult learning. Adults who have strong confidence in their ability to learn tend to be more motivated to continue their education and are more resilient in the face of learning challenges.
  5. Recognition and reward: Adults are more motivated to learn when they are recognized and rewarded for their efforts and achievements.
  6. Collaboration and social learning: Adults often learn better when they have the opportunity to work collaboratively with other learners, share ideas, and receive feedback and guidance from their peers.
  7. Autonomy and freedom: Adults are more motivated to learn when they have some degree of autonomy and freedom in choosing what they learn and how they learn it. Autonomy can enhance intrinsic motivation by allowing adults to pursue learning goals that are relevant to them and giving them control over their own learning.

A constantly evolving field of research

Research on adult learning motivation is a constantly evolving field, with numerous studies conducted to deepen the understanding of motivational drivers. Some studies have highlighted that motivation is not a stable personality trait, but rather a dynamic process influenced by many factors.

For example, a study published in the *Journal of Educational Psychology* examined the motivational factors of adults in continuing professional education. The results showed that motivation factors varied across different stages of learning and were influenced by elements such as the perceived usefulness of the learning, the relevance of the content to their work, social interaction with other learners, and the quality of the instructors (Song Keller, 2001).

Other studies have focused on the impact of educational technologies on adults’ motivation to learn. For example, a meta-analysis published in *Educational Research Review* examined the effect of digital tools on adult learners’ motivation. The results showed that digital tools can enhance adults’ motivation to learn, particularly by providing opportunities for social interaction and offering quick and personalized feedback (Gómez-Galán et al., 2021).

Other studies have also highlighted the importance of considering individual differences in motivational factors. For example, a study published in the *Journal of Adult Education* examined the differences in motivation between older and younger adult learners. The results showed that older adult learners were more motivated by the perceived usefulness of the learning, while younger adult learners were more motivated by expectations of success and self-confidence (Hsu Wang, 2019).

In summary, current research on adult learning motivation highlights the importance of understanding the learner’s personal needs and interests, creating a stimulating learning environment, and providing feedback and recognition to support the motivation to learn. Recent studies have also emphasized the need to consider individual differences in motivational factors and to implement teaching strategies tailored to these differences.

What Audace takes away from this.

Audace closely follows all of this research. Therefore, the Audace teams consider the target audience and educational objectives for each project to propose the most suitable modality (eLearning, serious game, VR), pedagogy, and creative concept. They focus on the most effective interactions to meet expectations, ensure learner engagement, and achieve knowledge retention.

Example

Serious game: risk prevention – Orano

Audace Projects

Orano employees working at nuclear sites must regularly undergo risk prevention training. Since this training is repetitive, it increasingly becomes challenging over time to capture and maintain learners’ attention.

  • Objective: To rekindle Orano employees’ awareness of risk prevention in a nuclear environment and eliminate the bad habits that gradually become part of their daily routine.
  • Proposed modality: a VR serious game to achieve optimal learner engagement.
  • Proposed pedagogy: inductive pedagogy. The inductive approach involves moving from the specific to the general. It involves placing the learner in a situation of discovery (such as doing, observing, analyzing, experimenting) from which the general concept or principle can be constructed.
  • Advantage: The inductive approach encourages learners to formulate hypotheses on their own based on concrete situations (examples and counterexamples) and helps them generate the concepts or notions to remember.
  • In the case of the VR serious game, the learner can even experience the consequences of their choices.
  • Creative concept: A distinctive approach to avoid the pitfall of “we already know all this.”
  • Pitch: In this serious game, inspired by the series Lost, the player is a survivor of a plane crash on a deserted island. They must set up an antenna to contact rescue services, use a blowtorch, move crates, handle sharp tools, work at heights, and more. This immersive first-person serious game places the learner at the center of a mission that can only be completed by following safety rules. Each action is evaluated based on adherence to these rules and impacts the “skills” or “health” meters!

Sources

Sources for each point of motivation in adult learning:

  • Roger Jr Chao (2009). Understanding the Adult Learners Motivation and Barriers to Learning
  • Karyn E. Rabourn, Rick Shoup and Allison BrckaLorenz (2015) : Barriers in Returning to Learning: Engagement and Support of Adult Learners
  • Kuan-Chung Chen Syh-Jong Jang (2010) : Motivation in online learning: Testing a model of self-determination theory
  • Middendorf, J., Pace, D. (2021). Learning that lasts: challenging, engaging, and empowering students with deeper learning strategies. Johns Hopkins University Press.
  • Elliot, A. J., Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology
  • Wigfield, A., Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology
  • Daniel Belenky Timothy Nokes-Malach (2012) : Motivation and Transfer: The Role of Mastery-Approach Goals in Preparation for Future Learning
  • Zimmerman, B. J. (2000). Self-efficacy: an essential motive to learn. Contemporary Educational Psychology
  • Chemers, M. M., Hu, L.-T., Garcia, B. F. (2021). An integrative review of self-efficacy research: theoretical, methodological, and practical considerations. Annual Review of Psychology
  • Bong, M., Skaalvik, E. M. (2020). Academic self-concept and self-efficacy: how different are they really? Educational Psychology Review
  • Deci, E. L., Koestner, R., Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin
  • Meşe, E. Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study.
  • Palloff, R. M., Pratt, K. (2007). Building online learning communities: effective strategies for the virtual classroom. John Wiley Sons.
  • Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes. Harvard University Press.
  • Deci, E. L., Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science Business Media.

Safety in healthcare settings: communicating to better prevent

Companies face a variety of risks, whether permanent or temporary. These risks can affect employees, property, buildings, or confidential information. Discover how to train in occupational risk prevention with Digital Learning!

As part of its communication agency activities, Audace has been supporting the AHNAC Group, a major public health player in the Hauts-de-France region, for over 15 years. This group, consisting of 18 healthcare and medico-social establishments, has entrusted Audace with several awareness campaigns on adhering to good conduct practices, aimed at both healthcare professionals and patients.

Together against task interruptions

Unexpected interruptions (even brief ones) of healthcare staff during tasks are common. They can be caused by patients as well as colleagues. However, as emphasized by the Haute Autorité de Santé, frequent interruptions pose risks to patients. Their severity increases when they occur during medication administration.

“Task interruptions cause a disruption in the flow of activity, a disturbance in the operator’s concentration, and a decrease in the performance of the task. The completion of secondary activities further disrupts the proper execution of the initial task.”

The AHNAC Group decided to take action to combat unexpected interruptions. They implemented the use of a vest for healthcare staff during medication administration. This initiative is supported by a video produced by Audace to raise awareness among patients and healthcare personnel about the consequences of task interruptions and the importance of adhering to best practices when wearing the vest. This video, distributed internally and at reception, is a simple and effective way to visualize a few concrete cases and their consequences.

Poster campaign: “We only resort to physical contact when it’s necessary!”

While the National Observatory of Violence in Healthcare noted a decrease in reports in 2021 and 2020 compared to 2019 (amid a health crisis), it highlights that most reports concern physical violence against individuals. Conversely, verbal abuse and threats of physical harm are on the rise (16.5% in 2020 and 18.3% in 2021). To protect its employees from this issue, the AHNAC Group entrusted Audace with designing a poster campaign for patients. The message is striking: “We only resort to physical contact when it’s necessary.” The poster also reminds of the risks associated with physical or verbal abuse towards healthcare staff.

Did you know ?

Originally, in 1999, Audace was a global communications consulting agency. In 2001, its high-quality web achievements led to an approach from Arcelor-Mittal, a leader in steel production, to create an e-learning module. This encounter led Audace to develop its first digital learning activities, which have since become its main focus. However, having kept a foothold in communications, Audace has the advantage of supporting your training plans with motivating communications (trailers, posters, emailings, etc.).