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.).

Haptic Technologies: When the Virtual Becomes Tangible

As virtual reality experiences significant growth, including in professional training (referred to as immersive learning), new technologies continue to evolve to provide users with ever greater realism in their immersive experience. Among these technologies are haptic technologies. Our developers are here to help you gain a clearer understanding.

Gloves, suits, platforms… Haptic technology allows users to experience the sensation of touching virtual objects as if they were real, by sending physical signals such as pressure, texture, weight, resistance, and vibration. Haptics enhance user engagement in virtual reality by providing several benefits, including:

  • Enhancement of immersion: The addition of tactile (touching a texture) and kinesthetic (weight, pressure, etc.) sensations amplifies the immersive experience by creating a sense of physical presence in the virtual environment.
  • Real-time feedback: By perceiving these sensations, the user can know when they are interacting with virtual objects.
  • Enhanced realism: Haptics add realism to virtual reality by allowing users to experience sensations similar to those they would feel in the real world.
  • More natural interaction: Haptic technologies make interactions with virtual objects more natural. Users can touch, hold, and move objects as they would in the real world.

What is haptics?

By definition, haptics refers to the science of touch and kinesthetic phenomena, that is, the perception of the body within the environment.

In the field of innovation, haptics is a technology that provides users with a sense of touch by sending physical signals, usually through vibrations. This technology is used in a variety of applications, such as video game controllers, touch screens, flight simulators, and virtual reality devices (controllers, gloves, vests, etc.).

Applied to VR, haptics can include sensations of pressure, friction, resistance, weight, textures, and even temperatures.

The goal is to create a more immersive experience by giving the user the sensation of touching virtual objects as if they were truly real.

Technologies haptiques : où en est-on ?

Haptics is a field in constant evolution, with the emergence of new players and numerous innovations.

Here are some of the latest advancements in this field:

  • Advanced haptic gloves: Haptic gloves allow users to perceive tactile sensations in their hands. Recent innovations have significantly improved their precision. Some advanced haptic gloves can now detect individual finger movements, providing better manipulation of objects in virtual environments.
  • Haptic suits: Haptic suits allow for the reproduction of sensations across the entire body. Recent innovations in this field have led to the design of lighter, more comfortable, and more precise haptic suits in terms of movement and sensation reproduction.
  • Haptic motion platforms: These devices allow users to experience swaying, vibration, or tilting movements. Haptic motion platforms are becoming increasingly smaller and more affordable.
  • Augmented reality: Augmented reality involves overlaying virtual elements onto the physical world to create enhanced visual experiences. Haptic technology, on the other hand, enables users to experience tactile sensations (textures, pressures, etc.). By combining these two technologies, we can offer more immersive and interactive experiences. This allows users not only to see virtual elements in their environment but also to touch and physically feel them. This can have applications in various fields such as training, medicine, entertainment, industry, and more.

In summary, the latest innovations in haptic technology have led to the development of devices that are more precise, comfortable, affordable, and immersive. Their significant advancement suggests new possibilities for applications in fields such as video gaming, professional training, healthcare, and more.

Haptic technologies: the latest innovations seen at CES in Las Vegas

At the latest CES in Las Vegas, many haptic innovations were showcased. For example, the PlayStation VR2 features a lighter, more ergonomic VR headset with built-in 4K HDR screens, and it also includes embedded haptic technology that allows users to experience tactile sensations both in the controllers and the headset. Players can feel their character’s heartbeat accelerate or experience micro-vibrations when an object brushes past them.

In another realm, the company Raze has developed haptic chairs to enhance immersion while watching a movie or experiencing VR. The chair can tilt according to the action and offers seating with 65,000 different vibration levels. Other haptic innovations were also presented, whether still in concept stage or already on the market, such as Owo’s t-shirt that allows users to feel impacts and blows received during a game, or Razor’s soundbar capable of creating a sound bubble.

Haptics at Audace: The Bridgestone Case!

Bridgestone, a tire manufacturer, aimed to train new production line operators in the specific tasks of their job and to effectively prepare them for real working conditions. To meet this need, Audace recreated a complete production line and its various machines in virtual reality. The operator navigates a virtual environment using a VR treadmill. Haptic gloves enable them to perform all the necessary tasks for tire assembly, acquire precise technical skills, and learn how to monitor control points. These gloves also allow the operator to feel the effects of the tire they are handling on their own hands, as if in reality, enhancing the retention of the technique by activating muscle memory.

To conclude

Haptic technology is constantly advancing. Versatile and multi-sectoral, it provides a more immersive and realistic experience. Users can physically feel what was once only imaginary (physical forces, natural phenomena, etc.). These new sensations give them a better understanding of their environment.

Applied to the field of digital learning, haptics becomes a tool to enhance the learning experience. In this more immersive environment, the learner will be closer to reality.

He can develop or refresh his skills: repeating various maneuvers until full mastery, preparing for different situations while staying within a controlled and safe environment, training on the use of the latest machines, and more. Haptic technology will allow him to feel the heat of a fire, the sensation of vertigo, the acceleration of his pulse, and so on. This technology makes training both more interactive and more engaging.

Wondering about their relevance to your VR projects? With their continuous monitoring in this field, our teams will advise you on making the right choice. Don’t hesitate—contact us!

The Creative Concept: Boosting Digital Training

If you believe that an adult can grasp multiple concepts in the short time frame of e-learning, you may not need a concept…

If you’re convinced that a professional or technical subject alone is enough to motivate an adult to learn on their own in front of a computer, you don’t need a concept…

Let’s be realistic: not all digital learning topics are exciting, straightforward, or obvious. On the contrary, many subjects can be dull, disconnected from the learner’s concerns, while others require concentration, analysis, and involve complex knowledge.

The tougher it is, the more the need for a concept becomes essential…

In his book on memorization techniques, Moonwalking with Einstein: The Art and Science of Remembering Everything, Joshua Foer argues that “The general idea behind most memory techniques is to transform something boring that you need to remember into something so colorful, so exciting, and so different from anything you’ve seen before that you can’t possibly forget it.“

Indeed, by significantly enhancing the impact of a training program, the concept underlying its creation helps to promote learner engagement and adherence throughout the course, as well as their retention of information. Its role is to facilitate the understanding of rules, systems, methods, and processes, and to improve both the quantity and quality of the learner’s memorization. The more complex the subject, the more essential the concept becomes. Conceptual approaches are widely used in inductive pedagogy and simulation.

What is a concept?

For Deleuze, the concept has a very specific function: “Even in philosophy, we only create concepts in response to problems that we consider poorly understood or poorly posed.” The concept serves to frame and solve a problem and is always relative to the problem it is meant to address.

A concept is designed to endure over time. It can serve as the common thread for a series of educational units (modules or sequences). Its purpose is to support the entire learning journey.

It can also be used over a specific period (such as the duration of a program or a training plan for a year). In this case, it strengthens the overall coherence of the training offered, instills a sense of purpose, and unites the training teams under a common “banner.”

How do you recognize a concept?

A concept must be original and relevant, capable of transcending the training objectives by offering a creative idea that will be developed throughout the course. Ideally, it should allow for a dual interpretation that conveys the values of the training organization while reflecting the key messages to be retained. To achieve this, the concept should be based on a relevant representative element, which could be related to current events, symbolism, a stance, an attitude, a social issue, or a trend. It can be original through its title, graphic style, spokesperson (real or virtual), tone, or unique angle. The key is to be consistent with the content of the training and memorable.

Why develop creative concepts in training?

Developing creative concepts is essential in training because they help create programs that capture the audience’s attention. Creative concepts help identify a central idea that ties the entire program together and connect with the audience more effectively by finding big ideas that resonate with them. At Audace, all custom training programs undergo a brainstorming session with the creative teams to imagine and propose a creative concept that generates positive emotions.

A fex examples

The video game Ace Attorney to raise awareness about the ethical charter at RTE

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The Castle Fortress for personal data protection at Banque de France

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Men In Black to explore the Sapin 2 Law at Supermarchés Match

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A police investigation to uncover the origins of musculoskeletal disorders (MSDs) at Supermarchés Match

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Murder on the Orient Express for GDPR training at SNCF

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Origami to learn about the paper manufacturing process at OPCO2i

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The show 50 Minutes Inside for an onboarding program at Hôpitaux Robert Schuman

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The series *Lost* to raise awareness about safety at Orano

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Metaverse Professional Training: Immersive Learning

Between fantasy and reality, the Metaverse has been generating increasing interest for several months and is opening up new possibilities, particularly in the field of professional training.

Some companies do not hesitate to rely on immersion in multi-player virtual environments to train future employees for working conditions, develop their skills, and improve their operational performance.

In his “Live Session” on February 1, 2023, during the Learning Technologies exhibition, Jérôme Poulain demonstrated the potential and power of multi-player simulation in a virtual universe for training purposes. His remarks are illustrated with concrete cases in the fields of industry and logistics.

To begin with, what is the Metaverse?

« Contrary to what one might imagine, the Metaverses are not entirely new. They have actually existed for quite some time. The first Metaverse I personally played was HABBO. And that’s not very recent! You may have participated in a major virtual game that became widely popular worldwide in 2003: Second Life. Second Life was already a large Metaverse, marketed with customizable characters, shops, and more… You could have any appearance you wanted there.

Today, many people dream of Metaverses like those depicted in movies such as READY PLAYER ONE, for example: a unified global game where everyone plays in the same world. But in video games, there are already many Metaverses!

Most of the time, they are more like games with a persistent universe. I can connect from anywhere, at any time: the game is open and continues to live even if I’m not connected to it. For example, if I built something in the game, when I return, it might have disappeared because others who continue to play may have destroyed it. This type of immersive game, therefore, creates a strong dependency.

Immersive learning: for a borderless learning experience

“So today, indeed, we can offer learners the opportunity to immerse themselves in the same environment with a virtual reality headset. And ensure that everyone works in a collaborative mode rather than necessarily in a competitive one.”

To do this, it is necessary to create a virtual environment. This is a 3D environment where, for example, we can recreate all the machines in a workshop and their operating processes. If needed, it is even possible to create a dynamic environment controlled by artificial intelligence.

The advantage of this type of virtual learning is that learners do not have to be in the same location to benefit from the same training.

We can invite someone in Paris and another in New York. Both participants will collaborate simply by wearing a VR headset. They will be in the same environment and can, of course, communicate. For more realism, we can also inject inputs managed by the application. For example, creating more natural scenarios and complexity in mission execution. »

When pedagogy meets digital technology

« Initial pedagogy is transmissive from the adult to the child. Then, we shifted this with the concept of andragogy. It was recognized that you cannot work with an adult the same way you would with a child. Indeed, with an adult, training cannot be solely vertical. It is necessary to obtain feedback, trigger richer and more interactive activities, and thus adopt “inductive” pedagogies (which proceed by induction). We will therefore introduce diversity into the approaches.

Today, we are more likely to talk about “heutagogy.” Heutagogy is about placing the learner at the center of a training system where they are “taught to learn.” They are taught how to use an environment, and then they are free to seek out all the knowledge components they need to progress.

This new type of pedagogy is made possible by the development of platforms and environments such as professional Metaverses. »

The professional Metaverse: a digital training that is supported and personalized

“In these professional Metaverses, there is learning and direction, thus a mission. Naturally, there still is” trainers alongside the learners. They also act as moderators . These environments will be called “virtual campuses.“

It is entirely possible to create a Metaverse-type virtual campus for a company, while still limiting it. It will not be universal but specific to the company. It will recreate the entire internal process: from production units to sales, including commercial administration, customer service, and more.

From then on, it can be envisioned in multi-player mode. We should no longer think of an immersive experience as just a single learner reacting to an avatar that provides information or small inputs. It is now possible to have many participants.

The trainer can also be present. They can wear a headset and immerse themselves in virtual reality to support their learners. This makes it possible to consider a mentoring approach.

“The major advantage of this type of virtual training is that it allows you to engage your motor functions, such as your body and strength (for example: through haptic gloves, walking mats, etc.).”

The same can be done with emotional functions: virtual reality generates a range of emotions that are the natural emotions of everyday work. For example, if you are afraid of heights in real life, you will also experience that fear in virtual reality!

There are other sensory functions, such as smell. Today, there are interfaces that allow for the coupling of computer-controlled scent diffusers… The immersion becomes even more intense. For example, a learner can be confronted with a virtual fire in a warehouse, like a burning jerrycan. The learner could smell the oil and even experience a rise in temperature. It is indeed possible to control radiants that will turn on and increase in intensity as the person approaches the fire. Since the person is wearing a VR headset, they experience things much more intensely.

The benefit of these experiences is also to collect data from the learner, such as physiological data.

This is how Audace designed a crane simulator where the crane operator is equipped with a bracelet that collects three types of data: heart rate, sweating, and body temperature. These data, interpreted by AI, allow for the measurement of the operator’s stress and the tipping point between positive stress (maximum attention) and negative stress (loss of control).

When to use the Metaverse in a professional environment?

“We prioritize virtual reality and this type of ‘Metaverse’ environment in situations that meet one of the 4Rs:

  • Rare situations: For example, I need to perform maintenance in a highly radioactive environment. I have 30 seconds to do it because I will receive a month’s worth of radiation exposure. I will train using virtual reality to do it in an environment as close to reality as possible.
  • Risk situations: I want to train someone for working at heights. I will have them try a boom lift simulator and virtually take them to 100 meters high to see if they can indeed handle working in the lift without it becoming a professional hazard.
  • Repetitive situations: In the sense of practicing before a sensitive operation. If I need to perform a lifting operation that could cause damage if the object being lifted detaches or follows an incorrect trajectory, I practice the maneuvers virtually before facing the real task.
  • Repetitive situations: On a machine integrated into a production line, I need to reach a certain level and pace. It’s not just about knowing how to perform a task; it’s about doing it within the allotted time. To achieve the required productivity level, it is very effective to train, stress-free, in virtual reality. The tool will help detect where I gain or lose time. The computer records everything and can provide metrics on what was done well or poorly. Thus, both the trainer and I will have extremely precise feedback on my ability to complete a task.

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“Audace is currently designing a Metaverse-type simulator. It will operate in the world of logistics. In this virtual environment, several learners will train for their future roles (pickers, co-packers, forklift operators). They will need to collaborate to complete a task: send a pallet within a given time. The trainer will be able to either observe what the learners are doing from their computer screen or put on a virtual reality headset and guide them.

In conclusion, we already know how to create professional Metaverses for virtual campuses. They are already being used! So, why not you?