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From concept to production: A screenplay for crafting educational Highly Immersive Virtual Environments (HIVEs) for simulation learning

Oral Presentation 1
Mr Toan Pham, Dr Paul Hamilton, Prof Gerry Gormley, Mr David Hardy, Dr Davina Carr

From concept to production: A screenplay for crafting educational Highly Immersive Virtual Environments (HIVEs) for simulation learning

Introduction Simulation is a potent learning method. Beyond technical-skill development, other dimensions of learning are important including situational awareness. Increasingly, technology is being utilized to enhance context in simulation. One such technology is Highly Immersive Virtual Environments (HIVEs) (1). HIVEs permit learners to be immersed in a physical room and provide an enriched auditory, olfactory and visual context/backdrop; affording learners “bodily” experiences as a scenario unfolds - i.e. a tacit experience that is entangled with place. The possibility of contexts that can be produced in HIVES is potentially limitless. As HIVEs gain traction in simulation, evidence needs to guide how best we optimize such technology in learning (2). In our project, a cross-discipline team devised a process for development HIVE content.

Description A 6-point plan was co-constructed to guide developing HIVEs content:

  1. Team assembly: A diverse team with content experts, educationalists, technical experts, and end users (learners) should be formed to ensure a learner-centric project.

  2. Define the educational purpose: Central to any effective HIVE content production - is to consider the educational purpose that it will serve. The effectiveness of the HIVE learning activity will hinge on its alignment to the intended educational purpose i.e. “Content with intent”

  3. Create the story board: Developing a storyboard for the HIVE content is crucial for refining and enhancing its impact. As ever important to be mindful of making the scene as timeless and consider diversity in its content.

  4. Filming preparation: Attention should be given to preparing to capture the content, including location scouting, risk assessment, permissions, AV equipment preparation, props, and planning for other factors like weather.

  5. Filming day: Further risk assessment should be carried out, and the scene should be set up. Consent should be gained, and footage should be captured and played back to ensure it's correctly captured - otherwise try again! Equipment should be broken down, and the location should be left as found.

  6. Post-production: Footage should be reviewed and edited to align with the educational purpose. Content should be trialled in the HIVE, and feedback should be sought and used to enhance future content.

Discussion This co-constructed process provides a route map of how to best generate HIVE content, that is grounded in learning. Developing high quality HIVE content will help enrichen learning and allow the sharing of content with colleagues in the simulation community.