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Immersive learning: the ultimate stage of digital learning?

Digital learning has undergone significant evolution over the past 25 years, with the introduction of new modalities such as serious games and, more recently, immersive learning.

This white paper, resulting from a collaboration between the teams of Audace and Féfaur, explores this evolution and focuses on immersive learning, a practice that has become essential for many Training Departments.

Why is immersive learning growing at such a rapid pace? What are its advantages? When to use it and based on what criteria? All of these questions are addressed.

As well as how to choose the right approach based on training objectives and the specific needs of learners: e-learning, serious games, or immersive learning? Because while immersive learning has many advantages, it is not a universal solution.

A white paper that covers the topic extensively, providing numerous use cases to enlighten you, along with a demonstration of the ROI of immersive learning!

Please fill out this form to receive the white paper.

Aix Marseille University – Management

L’Université Aix Marseille recherchait une formation au management simple et efficace pour ses cadres, déjà familiers des outils numériques. Celle-ci devait s’adapter à leurs contraintes organisationnelles mais aussi leurs appétences : préférence à trouver par eux-mêmes les solutions à leurs problématiques et pédagogiques inductives.

L’université a fait appel à Audace pour concevoir une série de sessions d’apprentissage rapide (micro-learning qui enrichissent et renforcent le parcours de formation présentiel. Ces modules abordent des sujets clés tels que l’établissement d’un climat de confiance, le courage managérial, l’incarnation d’une vision, la prévention des discriminations, l’animation de réunions, …

L’objectif est de permettre aux participants de maîtriser les aspects comportementaux, managériaux et techniques du management.

Une approche pédagogique immersive et personnalisée

Audace croit en l’autonomie de l’apprenant. C’est pourquoi les participants ont accès à la formation via la plateforme LMS Moodle, peuvent la suivre à leur rythme et choisir le module correspondant à leur souhait du moment et leur et disponibilité.

L’apprentissage est plus efficace lorsqu’il est interactif et stimulant. C’est pourquoi, chaque module est conçu de manière à captiver l’attention des apprenants et à favoriser leur engagement. Les modules ont tous un storytelling qui leur est propre et sont accompagnées d’activités ludiques. Les scénarios mettent en scène des managers confrontés à des situations réelles, offrant ainsi des exemples concrets et inspirants pour résoudre les défis managériaux du quotidien.

Storytelling

Chaque module présente donc un manager différent confronté à une situation spécifique. Par exemple, l’un des modules porte sur les situations conflictuelles. En voici, le pitch :

Un dossier attendu par un client n’a toujours pas été envoyé. Medhi, manager, constate que des tensions au sein de son équipe bloquent l’avancement du dossier. Il doit rapidement trouver une solution pour résoudre le conflit entre Juan et Inès, deux employés qui ne s’entendent pas, pour pouvoir délivrer la prestation en temps voulu ! A lui de trouver comment redresser la situation…

Enfin, pour faciliter l’apprentissage et en favoriser la rétention, chaque module est accompagné d’une fiche de synthèse imprimable, conçue et rédigée par notre concepteur pédagogique et mise en forme par notre directeur artistique. Ces fiches, en cohérence avec le style graphique des modules, permettent aux apprenants de réviser rapidement, à tout moment, les points clés.

Découvrez le projet en vidéo

RTE – Electrical Proximities

Security is a major concern for RTE, the company responsible for the French electrical grid. In order to enhance the distance learning course “Electrical Proximities,” RTE has decided to revamp its existing module by adopting a more animated and interactive approach. The solution proposed by Audace Digital relies on game-based learning (ludo-pedagogy).

An engaging module designed to demystify electrical phenomena.

The module created by Audace for RTE takes the form of an investigation. The owners of an isolated dwelling are facing unexplained phenomena such as electrification, spontaneous fires, and electrical arcs. Robert, a private detective, is tasked with solving the mystery. Using animations, interactive experiments, and visual representations, he gradually demystifies these phenomena.

The training is divided into 4 sequences: the introduction, defining electrical proximity, phenomena related to electrical conduction, and risks associated with it.

An innovative digital pedagogy to capture attention and motivate learners.

The pedagogical approach of Audace is based on three fundamental principles:

Capturing learners’ attention by creating a “positive emotion” approach. Here, storytelling contributes to achieving that goal.
Maintaining motivation by using elements such as puzzle solving, earning rewards, fostering curiosity and exploration, and creating surprises.
Working on memorization by encouraging learners to recall and articulate the information they have learned.

Because not all learners have the same “motivators,” it is important to offer multiple gamification approaches to engage and motivate different profiles of learners. Audace applies a game-based learning approach based on Bartle’s taxonomy.

Audace is dedicated to quality with an inductive pedagogy approach.

The pedagogical structure proposed by Audace is based on the method of inductive pedagogy. This approach involves starting with a concrete example and then identifying the related concepts and principles before conceptualizing them. This process is accompanied by experiments, trial and error, simulations, and immersive experiences to allow learners to develop their analytical skills and creativity.

The learner is engaged in continuous learning throughout their journey through interactive exercises. On the other hand, the trainer has the ability to adjust the difficulty by modifying the module parameters.

Finally, formative assessments promote progress and consolidation of knowledge.

At the end of their training, the learner should be able to:

Identify electrical proximity zones.
Differentiate the three phenomena that cause electrical proximities.
Understand the electromagnetic phenomena that cause electrical proximities.
Anticipate the risks associated with electrical proximities.
Evaluate their levels of danger based on technical data.
Understand the environmental factors that can influence the level of danger.

The redesign of the “Electrical Proximities” module proposed by Audace Digital Learning offers an innovative pedagogical approach, focusing on learner interaction, motivation, and memorization. Through a well-balanced combination of visual elements, professional voice-over, and engaging interactions, this learning solution enables learners to better understand the risks associated with electrical proximities and anticipate them more effectively. With Audace, training becomes captivating and effective, offering a rewarding learning experience for all participants.

Orano Calorifuge, a business application dedicated to operational performance.

An innovative application dedicated to insulation professionals.

Thermal insulation installers, also known as insulators, install or replace insulation on equipment such as pipes and tanks to protect them from the external environment. ORANO, a leader in the nuclear industry, recently turned to Audace for the creation of an application designed for insulators working in nuclear power plants. This innovative application aims to digitize the creation of insulation plans, which were previously done on paper.

The “Calorifuge Application” project includes the study, design, and development of an operational application. It enables the creation of a heat insulation layout on an isometric sheet and projects it in augmented reality to compare it with the actual piping on the field. Once the insulation layout is drawn, the workshop responsible for manufacturing receives the order directly through a web interface that collects the various sketches and displays them in 3D.

The operator also benefits from a “free drawing” mode. This allows them to make requests to the workshop for specific parts that cannot be drawn as conventional insulations.

Digitalization to enhance performance.

The application is divided into two parts : a “field” component available on smartphones and tablets, which allows users to design insulations and send them to the “workshop” component; and a “workshop” component accessible via a web interface, which provides access to the data collected in the field.

For the field part, the user has access to an isometric view and a menu that allows them to choose from several icons representing different components of a pipeline. The user can draw using a stylus while being assisted by the application, which corrects their strokes to ensure they are straight and follow the tracing of the sheet. The application offers additional specification options, such as specifying the elbow angle, pipe diameter, fluid direction, type of insulation, and more.

For the workshop component, the user has access to the list of all requests sent to them.. Each request can be accepted or declined and has a field to track its progress. All users have access to a calendar with accepted requests, which are then entered into a design and installation schedule.

The ORANO project is a application métier qui sert directement à la production. Elle permet de professionalize the drawings, to streamline data exchanges between the insulators and the workshops, and to centralize all data. This helps accelerate the process of creating an insulation and prevents information loss.

In conclusion, the ORANO project is an excellent example of technological innovation serving the operational performance of the company.

CHU Rouen – Healthcare Professionals Training

The GHT Rouen Cœur de Seine wanted to train healthcare professionals in emergency management in EHPADs and the different treatments available in healthcare establishments. The training had to reflect the reality on the ground and take into account the specificities of the territory while being as engaging as possible.

Two serious games to train in the care of elderly patients

To meet the specific needs of GHT Rouen Cœur de Seine, Audace has developed two training modules in the form of serious games. These training programs were developed for healthcare professionals working within GHT Rouen Cœur de Seine, including home care assistants, medical-psychological assistants, nursing aides, nurses, rehabilitation specialists, and healthcare managers. Each module consists of three scenarios plunging learners into critical situations that they must resolve.

Interactive and immersive learning through serious games

The first module, entitled “Emergency Management in EHPAD” is described as a 3D guided game, followed by a procedure (step by step) for identifying signs of seriousness of an urgent nature. The learner moves around in the medical environment and patient rooms. He interacts with the personnel around him. A rest room has even been set up!

Scenario : You start a new day at the EHPAD, Résidence des 4 vents, and you visit Madame Fleutain, your patient who was tired yesterday when you left. Today she doesn’t feel well. It’s up to you ! What treatment, what examination should be done to ensure Ms. Fleutain’s condition? Be careful, a wrong diagnosis can worsen your patient’s condition!

For the second module, Audace divided the training into three pathways:

The failure of the caregiver, of those involved in the city and at home,
The psychiatric journey,
The link between EHPAD and hospital

Here, the serious game presents itself as a board game. The player advances his pawn and must solve challenges presented on the squares of the board. The first boxes allow him to discover the context. The learner then encounters an event, a challenge on the next box which he must then resolve. To help him make the best decisions for his patient, clues are provided to him in the form of cards representing actors (doctor, patient’s family, patient, etc.).

Each journey has its own patient, its own situation and a unique scenario.

Example scenario: Mr. and Mrs. Bauldeupa are a childless couple with a relatively high financial situation. Mr. Bauldeupa suffers from a loss of autonomy, diabetes and osteoarthritis. The couple manages alone and only has an IDEL to help them take insulin… But one day, Mme. Bauldeupa has a stroke. The challenge is on! Who to warn? Que faire ? Quelle prise en charge financière pour le couple ?

The player must use the information provided by the cards to make the right decisions!

Serious games offer two learning modes:

A “training” mode with unlimited attempts to allow learners to practice and correct their errors,
An “evaluation” mode to measure the skills acquired. Here, the learner is only allowed one attempt and cannot start again in the event of an error. He obtains a note at the end of the situation played, a note which is transmitted to the trainer.

These training programs offer learners the opportunity to learn at their own pace and assess the skills they have acquired. Immersive and interactive, they allow you to live a practical and realistic experience. Learners can move freely in virtual environments faithful to reality, interact with patients and those involved in the care pathway, and make decisions that have an impact on the progress of the game. This allows them to understand situations, requiring rapid and effective patient care, that they encounter in reality.

Waste Management in VR with Orano

A multi-site VR application

Orano DS, a leader in the nuclear industry, has collaborated with Audace to develop a multi-site virtual reality application designed to train operators in nuclear waste management. The application utilizes 3D modeling of various ORANO and EDF sites for which the training is created. The environments have been faithfully reproduced, each with its own specificities, to provide an immersive experience that closely resembles reality.

The main objective of this training is to educate operators to the various aspects of nuclear waste sorting, such as the use of different dose rate measurement devices, the collection and treatment of various waste types in a nuclear environment, and the labeling of storage containers. The training consists of several scenarios (missions), some of which are specific to each nuclear site.

A secure and guided immersive training experience.

Learners have complete freedom of movement and can navigate through the entire environment, including facilities and airlocks. They can choose their personal protective equipment (PPE), use various equipment, and their challenge is to complete their missions while adhering to safety rules, particularly those related to radiation risks. During the simulation, the trainer can trigger unexpected events to assess the learner’s response. These events may include a dose alarm, oxygen deficiency, a depressurization failure, the presence of metals in a waste bag, and more. This allows the learner to demonstrate their ability to handle unforeseen situations and react accordingly.

The actions and movements are recorded throughout the mission and then transcribed into a PDF file summarizing the journey. In this application, there is no specific evaluation phase; success is based on the learner’s ability to achieve the set objectives.

This VR training enables better training for Orano operators by allowing them to interact with the reality of the nuclear environment in a virtual setting. This allows them to make mistakes in a virtual environment without real consequences, which helps them learn faster and without any danger, enhancing retention and memory (as the consequences of the mistakes are experienced). This safe and pedagogical alternative also helps save financial, human, and logistical resources (there is no need to prepare a room with dummy waste for sorting or mobilize machinery for training purposes).

GRDF – Mastering the PHILEAS business software

An elearning module for interactive and effective training

GRDF has an IT tool called PHILEAS, which allows users to access cartographic asset data related to the gas network. With approximately 800 users per day, this tool has become essential for GRDF’s public service missions. However, although it is intuitive, it requires training to fully exploit its features and successfully carry out surveys and investigations.

This is where Audace comes in with the development of an e-learning course that provides operators with full mastery of the tool. The solution also has the advantage of being available online at all times. Learners can access it at any time and learn at their own pace. With its three levels of difficulty, the training is accessible to everyone, from beginners to advanced users.

The 5 modules* are divided into two modes: the “Initial Training” mode, where learners go through all the sequences in a predefined order, and the “Toolbox” mode, which allows learners to access specific sequences to meet specific needs (e.g., when in doubt about a particular operation). In all cases, the learner must be actively engaged in the training. The simultaneous use of PHILEAS and e-learning helps the learner effectively master the features of the tool.

Innovative pedagogical methods to engage learners.

Audace employs stimulating pedagogical approaches to encourage learners to explore all the content offered. To test their knowledge, interactive activities, case studies, simulations, etc. are offered. Learners must be able to follow the procedures necessary to carry out their missions, understand the information collected, analyze it and draw conclusions based on the results obtained. This allows for assessing their level, reinforcing their understanding, and applying the acquired skills.

The training is therefore based on three key pillars: capturing attention, sustaining motivation, and promoting memorization. It starts with a placement test to help the learner assess their current level and optimize their training time. The training program is then organized into three phases: “I learn,” “I practice,” and “I assess.” Motion designs created with the PHILEAS software as well as tutorials are used to enhance understanding. Audace has also ensured that the modules comply with WCAG guidelines for accessibility for people with disabilities.

Audace has chosen to use Articulate Storyline 360 for this e-learning module. The testing was conducted using the online tool Storyline “Review,” which saves time by providing a shared version representative of the current production version and allows for tracking of correction requests.

*Onboarding, content and presentation, localization, drawing and printing

Discover the project in a video.

Match Drivers : raising awareness of best practices

The “drive” customers at the heart of Match supermarkets’ strategy

Match supermarkets have understood the importance of “drive” customers in their business. In order to improve the quality of their dedicated service and recruit managers and employees specialized in drive-through operations, Match supermarkets have turned to Audace to provide a tailor-made e-learning training. The training sensitizes learners to the “why” rather than the “how” in order to make them informed and responsible actors in implementing best drive-through practices at Match supermarkets.

The training program thus reproduces the entire drive-through journey, from placing an order to delivery. All the steps are mentioned in a realistic simulation :

Customer order via the website
Receipt of orders in-store
Order optimization
Staff management for order fulfillment
Order processing
Management of the order chain to ensure timely delivery
Product selection
…

A playful storytelling approach for an engaging training

The training also addresses issues related to product supply and substitution (learners are encouraged to put themselves in the shoes of the customer to enhance their understanding of the challenges), as well as optimizing the process to save time.

To make the module engaging and playful, Audace has created a storytelling experience around William, a clumsy (and unlucky) new employee who needs guidance. The learner is invited to train him by presenting the best practices for order preparation. He will need to stay vigilant because many unexpected events will occur during this training.

Short, the module includes simple and dynamic interactive simulations to quickly make learners more proficient.

According to Edgar Dale (1900-1985), a researcher and professor in education, after 2 weeks, we remember:

10 % of what we read
20 % heard
30 % seen
50 % seen and heard, or demonstrated
70% by participating in a discussion or giving a presentation
90% by experiencing or living through a situation

Discover the project in a video.

RPS & Good Conduct: At RTE, the learner is at the heart of the story.

During the year 2022, RTE aimed to strengthen the training of its teams on psycho-social risks and codes of conduct implemented within the company. The electricity network manager has chosen to address these subjects via two gamified elearning modules which he has entrusted to Audace to produce. On this occasion, our teams did not hesitate to push the limits of Storyline to offer an original educational journey!

Would you be able to argue before a ruthless court regarding good conduct? Could you be a true hero in the field of psychosocial risks? And what if the key was in your hands? Answer in these new generation comics!

Elearning psycho-social risks (RPS): comics for learning

Stress and psycho-social risks (PSR) represent a major challenge for quality of work life. Considering the economic and social consequences, employee training is therefore one of the strategic pillars for preventing psycho-social risks (PSR).

RTE has chosen to present various psycho-social risks through illustrated situations in the form of comic strips. This dynamic scenario allows the learner to immerse themselves in the story and grasp the main points of focus, such as anxiety, harassment, or addictive behaviors, for example. Thanks to the examples staged by the project team, both through the graphics used and the chosen story, the learner discovers the risks and appropriate behaviors in a playful manner, leading to better memorization.

Elearning code of good conduct: when the employee becomes a prevention hero

In this original elearning, the learner finds himself at the heart of an imaginary trial unprecedented in the history of RTE: three fictitious employees have violated the company’s code of good conduct and must answer before the judge! They are then immersed in the role of the defense lawyer and must face the other participants in the courtroom: the prosecutor, responsible for the accusation, and the judge who will render a verdict at the end of the proceedings. They are supported in managing their case by their assistant, who intervenes regularly to provide them with additional information if they find themselves at a dead end.

The lawyer and their assistant study the entire set of rules from the code of conduct implemented by the company before applying them in the context of the case. An ultra-narrative device which plunges the learner into the heart of an original story…and their own learning.

For this elearning, our creative teams proposed a graphic style inspired by the world of manga. This style allows us to incorporate the various expressions that the protagonists of the case can have in the situations they encounter.

Original and innovative pedagogical methods

It is often said that one should know how to make the learner an “actor of their own training”, from a young age to their professional life, whether they are undergoing a career change or being trained by their company. But there are indeed many ways to get them on stage. And at this stage, we have chosen to use the “Choose Your Own Adventure” model. The learner progresses through the learning experience and their training based on the choices they make. It’s a modern and playful way to deliver theoretical training!

Such a narrative structure requires a significant number of scenarios and a multitude of possible paths. A real challenge for the developer in charge of the project indeed! Indeed, it required a great deal of imagination and pushing the limits of the Storyline tool with an unconventional scripting approach.

François, our developer, was able to put his experience and knowledge of Javascript to good use by leveraging certain features of Storyline to our advantage. We notably used a bonus-malus gauge that tracks the choices made by the learner as the trial progresses. A well-timed attack? A weak argument as a defense? The gauge evolves and adjusts the user experience accordingly. Using JavaScript can be a bold choice in these moments, but it proves to be rewarding in the end. The few hours of intensive development are quickly forgotten with such a result!

A striking visual result.

At Audace, elearning does not rhyme with classic iconographies and slides that follow one another, quite the contrary ! The choice of graphic style makes it possible to offer the modules a real identity and a particular originality, generating positive emotions. Learners play the game easily and memorize the training in a more natural way.

The graphic touch of our artistic director, combined with the creativity of our educational designers and the technical know-how of our developers have produced a good result !

With highly distinctive graphic styles that oscillate between comic books and manga, RTE provides a different framework for its employees, who become active participants in their training and will more easily reap the benefits of a gamified learning experience.

Metavers ou comment collaborer en immersive learning

The metaverse (or metaverse) is a term used to describe a shared virtual universe. In this environment, users can interact with each other or with the environment in real time.

Popularized by science fiction works and more recently by Mark Zuckerberg, the concept of the metaverse is increasingly being used in real-world applications, including immersive learning, collaborative work, online commerce, and entertainment. The metaverse is an innovation made possible by the software and hardware advancements in virtual reality and online multiplayer virtual world simulation technologies. If yesterday it seemed utopian, today it is a concrete and mature technology.

The term “metaverse” is often associated with the notion of persistence, meaning that it exists and evolves continuously, even when the user is disconnected. Its second characteristic is its accessibility to a large number of users in real time. However, it is commonly used to refer to all multi-user experiences in virtual reality. Thus, for immersive learning, we can benefit from the advantages of the metaverse while retaining the functionalities of training tracking (scenario-based structure, learner progress tracking, etc.). Adapted to training, it becomes a powerful tool with which it is possible to create progressive learning through scenarios, track learners’ progress, and promote co-activity.

State of the art

The metaverse is a rapidly expanding field of research and development. It offers numerous possibilities for learning, including multi-user collaboration in a shared virtual environment. As early as 2016, a study by Morgan Le Chenechal highlighted what the metaverse enables: a complete immersion in a collaborative virtual environment that provides learners, whether remote or in the same location, with a shared, rich, and safe learning space.

However, there is currently no ready-made application for creating, deploying, and maintaining a pedagogical metaverse, as highlighted by Mar Gonzalez-Franco in her 2015 scientific publication. Customized creation that addresses specific needs is therefore necessary.

Several works have also been the subject of scientific publications in the field of industrial design. Whether it is about bringing together domain experts from different specialties or organizing collaborative design meetings, virtual reality is emerging as a preferred tool in the industry to complement computer-aided design.

Metaverse and immersive learning

In the context of immersive learning, the addition of multi-user functionality offers new possibilities to simulation

Collaboration: The main advantage for immersive learning is the ability to have learners work together within the simulation. In learning, certain activities require the involvement of multiple operators. Until recently, this required integrating non-player characters into the simulation, with whom interactions were more limited. In a multi-user training, each participant can be assigned a role. It then becomes easy to imagine reproducing a virtual production line. Each learner has a specific role in it, and the work of each individual affects that of others.
Social interactions: The ability for learners to interact with each other helps foster their engagement and motivation. This provides them with the opportunity to help each other in acquiring new skills.
Training multiple learners simultaneously: Unlike an application dedicated to a single learner, multi-user immersion allows for parallel training of multiple individuals at the same time, saving time for the instructor (who can also organize challenges among these learners!).
Remote learning: Provided they have access to the necessary equipment (headset and internet connection), users can connect remotely to the application. Learners and the instructor can share the same experience even if they are located in different parts of the world, without the need for travel.

Difficulties to overcome

Compared to the development of single-user virtual reality applications, collaborative multi-user simulation brings about new challenges and technical hurdles:

Hardware architecture (the set of hardware devices that need to be put in place for the application to work): it involves establishing communication between VR headsets through a server while maintaining a smooth experience. Quality and bandwidth of the internet connection must be ensured if users are connected remotely. For online simulations involving a large number of users simultaneously, the server architecture needs to be adapted (number of simultaneous connections, optimized for parallelization, machine fleet, etc.).
Software architecture and server load optimization: The networked application requires constant communication between users and the server that processes the data. To achieve this, it is necessary to minimize data transfers to prevent the server from being overloaded with processing tasks and ensure satisfactory response times for users. The increase in the number of participants should not compromise the quality of the experience.
Maintenance: The multiplication of usage sites and devices (multiple headsets, network connection, one or more servers) inevitably leads to an increased need for hardware maintenance. As a result, it can be useful to implement additional tools to facilitate this maintenance (fleet management tools for headsets and servers, for example).

Communication for collaboration in VR: Since users can collaborate remotely, it is important to ensure good verbal communication (using integrated voice microphones) as well as non-verbal communication. Other users are represented by an avatar in the simulation, which can be animated using motion capture technology. This allows for more natural and fluid movements from the users. In addition to the head and hand position (captured through the headset and controllers), some devices also enable the capture of the user’s facial expressions.
Performance is crucial to ensure the simultaneity of operations, as maintaining low latency is essential to avoid desynchronization and maintain the consistency of actions. For instance, when a user interacts with an object, it should move/react in the same way in the environments of other users. Given that each user can interact with objects, if two users perform the same action simultaneously, the server must assign priorities to determine which interaction to allow.

Low latency is also important for user comfort. In case of desynchronization between the server and a user, the user may experience a “rubber-banding” effect when resynchronizing, which can be uncomfortable. In virtual reality, this “rubber-banding” effect can cause a loss of spatial awareness and contribute to cyber sickness, a discomfort similar to motion sickness experienced in virtual environments.

Access to relevant information streams by the instructor: a large amount of information is transmitted through the server. The instructor should be able to access real-time filtered, useful, and relevant information for their pedagogical activities. To ensure effective training monitoring, it is necessary to track the learners’ position in the 3D space as well as their progress in the training scenario.
Accessibility for users: Since virtual reality is not yet widely used by the general public, this type of application is sometimes the first VR experience for a learner. Therefore, a user may require assistance from the instructor. For example, users may need assistance with hardware setup (properly fitting the headset, configuring the environment, etc.) or with simulation controls (how to move, interact with objects, etc.).

Experiences already very real

Pioneer of Immersive Learning, Audace has already designed several projects of multi-user virtual reality simulations. Here are two examples:

Project “Halle 4.0” – AFTRAL

In “Halle 4.0,” learners (1 to 3 per session) are immersed in a logistics hall where they play the role of versatile logistics operators. Depending on the scenarios, they either compete against each other or, on the contrary, need to cooperate to accomplish their mission.

Learners can explore various positions such as reception, shipping, order preparation, packaging, and parcel storage and retrieval. They are also trained on best practices for operating carts and safety precautions.

“Decontamination Pool” Project – Orano

Audace developed a virtual reality simulator at the request of Orano to train operators in nuclear pool decontamination interventions. The simulator includes the possibility for two learners to perform certain decontamination operations in the same environment.

The system allows for training of operators outside of the real context, which is inaccessible for training purposes. In a hyper-realistic immersion, technicians can repeat technical gestures as many times as needed and work on their coordination until they are fully operational.

Conclusion

Research and innovation in metaverse technologies have made it more mature and viable in the field of education and training.

The metaverse offers promising prospects for immersive learning by enabling complete immersion in a collaborative virtual environment. Learners can interact in real time, collaborate, and benefit from a rich and safe learning environment. However, there are still challenges to overcome, including the accessibility of the technology, hardware and software constraints, as well as the evaluation of acquired skills. In the field of professional training, the potential of the metaverse remains immense.