Memory Anchoring: Best Practices for Training in VR

Due to its realistic immersion, experiential nature, and safety, customization, engagement, and its ability to provide instant feedback, VR is a powerful tool for enhancing learning, knowledge retention, and the development of skills. However, during their initial experience in virtual reality VR), learners may be fascinated by   this “new world”   and may encounter challenges in getting accustomed to this revolutionary technology. UDACE recommends five steps to ensure the success of your projects.

Step 1: Discovering Virtual Reality

The initial step is to discover virtual reality. Some users have never had the opportunity to experience it, and they may feel overwhelmed by the intense sensations that this new technology provides. The reactions of novices vary from person to person. Some struggle to concentrate and focus their attention, while others feel overwhelmed by the potential of this new universe. That is why it is highly recommended to accompany users during their first VR experience, providing them with short and guided initial experiences that incorporate playful elements to facilitate immersion and understanding of the technology.

Step 2: Getting Familiar with VR Application Features

Mastering the features of the virtual reality (VR) application. Once you have overcome the initial sensations associated with immersion in a 360-degree virtual world, you must learn to interact within this universe. This involves simple actions such as moving, orienting oneself, touching or grabbing objects, as well as more complex operations like opening an inventory, using a fire extinguisher, or even operating a crane. It is important to explore the different ways of interacting with this virtual environment. A tutorial can guide you step by step in learning the different actions, thereby avoiding any frustration. The smoothness of the user experience plays a crucial role in the enjoyment of learning and its retention.

Step 3: Preparation for the scenario execution

Step 3 implies preparation for Scenario Execution. of the educational scenario in VR. One of the challenges that learners face is linking their actions and interactions in the virtual environment to their gestures. Sometimes, pre-action reflection disappears in favor of mechanical repetition. When learners return to the reality, even the slightest difference from the VR experience can unsettle them.

To address this issue, AUDACE recommends introducing each educational scenario in VR with a detailed explanation of the various steps of the process, using screenshots to illustrate the actions to be performed. This allows the learner to better understand the logic and the chronological order of operations, which promotes the memorization of learning, reduces the need for repetitions, and facilitates the transition between virtual training and real work.

AUDACE also suggests designing each scenario of learning with at least two gameplay modes: a beginner mode where all the steps are indicated to the learner, allowing them to complete the entire scenario without prerequisites, and an “expert” mode without any indications, to ensure that the learner is capable of reproducing the process without assistance.

Step 4: Designing an Educational Scenario.

To optimize the learning experience, it is recommended to design educational scenarios with a maximum duration of 20 minutes. Beyond this duration, learners can become fatigued and the memory anchoring is less effective. To facilitate a smooth and enjoyable learning experience, it is essential to minimize the cognitive load on the learner regarding the actions required to progress in the scenario. This involves developing intuitive interactions, a natural progression, as well as adding sound and visual effects that provide consistent feedback.

Step 5: Debriefing the Experience.

When virtual reality is used in a supervised training setting, the debriefing phase offers an opportunity for memory anchoring that should be optimized. AUDACE advises dividing this debriefing phase into two steps: firstly, allowing the learner to express their emotions and release them, similar to how a sports coach lets their players express themselves during a timeout to ensure their focus. Then, the trainer can focus on debriefing the pedagogical aspects of the learner’s experience (what they saw, accomplished, and experienced).

Virtual reality provides immersive and stimulating learning opportunities, but it requires a structured approach to ensure an optimal user experience. By following the mentioned steps, learners can fully benefit from this highly effective technology to acquire new skills and knowledge safely.

Immersive learning: the ultimate stage of digital learning?

25 années d’innovation dans le Digital Learning débouchent sur l’Immersive Learning – une approche de formation aux bénéfices inégalables. Parce que gage de retour sur investissement pour le collaborateur et l’entreprise, l’Immersive Learning convainc toujours plus de Directions Formation.

Et ce, bien au-delà de son champ d’application initial pour le développement des compétences techniques.

Où en est l’Immersive Learning, ses best practices, ses méthodes, son coût ? Quelles sont ses perspectives ? Pourquoi et comment lancer une stratégie d’Immersive Learning avec succès ? Quelle place dans le mix pédagogique de la formation ?

Vous pourrez retrouver les réponses à ces questions, et bien d’autres encore, dans ce webinar animé par Jérôme Poulain, Directeur associé d’Audace et Michel Diaz, Industry Analyst chez Féfaur.

Remplissez ce formulaire pour recevoir le webinaire

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…

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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.

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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.

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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!

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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.

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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.

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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
  • …
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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.