The document describes a virtual reality first aid training system. It includes lessons that start in a home setting and progress to more difficult scenarios in a manufacturing plant. The system tracks user performance and provides feedback. Exercises include responding to burn incidents and applying first aid procedures. The goal is for trainees to develop safety competencies in a realistic but safe environment.

1. Emmanuel Fournier – Helyospartners - Geneva
Deborah Thomas – Sillymonkey - Atlanta
Robb Lindgren – Stanford University – San Francisco
José Carlos Lopes Miranda – Indigo – Oviedo
Ana Maria Vilanova – TAG/Estambril Group - Barcelona

2. The basic first aid curriculum begins at
home and then transitions to a more
difficult lesson which takes place in a
manufacturing plant.

3. The idea is that people will identify with the
home and “care” about their avatar and
the members of the home
The more difficult first aid lesson will allow the
participants to practice what they learned and
build upon it
The user can make choices and explore as
they learn
The next level will take place in the work
place

4. What someone learns is also reflected in their
decisions, their movements, their speed and
accuracy, and where they are focusing their
attention.
The system is able to capture these aspects of a
user’s performance so that they can be
evaluated and offered appropriate feedback.

5. Perform safety and health actions in a real-life scenario
Practice safety and health issues in a safe environment
Realistic backdrop for all exercises
Provides for atmosphere of exploration and play
“Player” has ability to take actions and make decisions
moving toward an end condition of accurate learning and
training
System is comprised of procedures in the setting of a
game world
System will change or vary to provide different practice
sessions

8. This exercise is designed to give the player the
experience of having to respond to a burn
incident in an informal and familiar setting.
The exercise takes place in the home of
someone familiar to the player.
The player is in the living room relaxing when
the exercise starts, but shortly thereafter the
host will suddenly have an accident while
pouring coffee that causes a minor burn.
The host breaks the teapot, shattering glass on
the kitchen floor when the burn occurs.

9. The realism, challenge, and dynamic nature of
these exercises will keep engaged and
motivated in these important safety and health
topics. Using the Siqur simulation doesn’t feel
like your traditional training activities, and that’s
the idea! These exercises allow for exploration
and discovery while at the same time providing
guidance to ensure that trainees are developing
critical competencies to ensure a safe and
productive work environment.

10. The goal of this exercise is to learn basic burn
management.
After completing this exercise the trainee will be able to:
Apply standard first aid awareness principles in
responding to an emergency situation
Apply standard first aid procedures to treat a minor skin
burn
Variations
There are 2 variations of this exercise:
Scald burns treatment. In this case the exercise simulates a
situation where user has to treat a person suffering from a scald
burn.
Scald burns treatment with surprise of a child entering the room.
The user has to make sure that the situation doesn’t get worse due
to the glass shards on the kitchen floor and the child panicking at
the door of the kitchen. In addition the player must treat a person
suffering from a fire burn .

11. One dimension of performance looks at the specific skills
and procedures that the trainee is developing in each
lesson and their ability to execute them efficiently and
accurately.
The other dimension of performance is concerned with
the trainee’s awareness of potential dangers in the
environment and their concern for others in the
workplace. Ideally a worker will be conscious of hazards
so that they can prevent hazards before they occur, and
they should be able to predict the consequences of their
actions.

12. Bonus:
Sticker on Helmet
Colour jacket
“Employee” / “Player” of the month
Colour helmet
Breakfast with Site Manager
Family member visit to the site

13. Introduction
Welcome
Introduction Lesson subject and objective
Assignment is given
Planning
Risk assessment
Assignment Duration
When
How
Preparation
Pre-task activities Get permit
Get procedure
Get tools
Get materials & equipments
Task activities Execution
Performing
Monitoring
Adjusting
Post-task activities Conclusion
Checking
Demobilizing / Cleaning Up
Document / Communication

14. Level 1
Level 3
Level 4
Level 2
Lessons
(topics + details)
•Understanding H&S Concepts
Thinking safe •Raising Awareness •Basic Safety Rules *
•Learning from incident •Slip, trip and fall * *
•Housekeeping *
•Hazardous materials * * *
•Leading by example
•Communicating with H&S
Leading with H&S •Taking disciplinary measure •Working at Heights *** *
•Organising H&S •Confined Spaces ** *
•Electrical safety *** ** *
•Preventing stupid accident •Hot Work * *
•Forklift trucks ** *
•Addressing specific hazards •…
Operating safely •Doing maintenance safely
•Installing/Building safely •Work Permit ** ** * *
•Dealing with Contractors •Lock & Tag ** * *
•Risk with modifications * *
•Wearing Protection •Mechanical integrity * **
•…
•Relieving your body (Ergonomics)
Keeping health •Being safe on the road
•Preventing diseases •Construction site * *
•New equipment * *
•Digging *
•Dealing with injuries (First Aid) •Safe planning *
•Responding to Emergencies • Safe design *
Facing H&S issues •…
•Returning to work

15. LEVELS 1 LEVELS 2 LEVELS 3 LEVELS 4
COMPETENCE
UNITS
TIME

16. • H&S learning • SIMULATION • Interactive • Multi-format • Coaching & • Learning
model EXERCISES Debriefing content mentoring Management
oFramework framework sharing model System
• General
oSmart
Curriculum feedback • Performance • Professional • Helper/Exper • Custom
• Dynamic oEngagement Indicators network t rewards Reporting
generation of model • • Testimonies • Toolkit for • Subscription
exercise oInterface Personalized Professional model
• Collaborative development s/Consultant
• Lessons • Business
structure tasks path s case
• Human • User’s • Participants • Content
Computer experience kit
Management
Interface multi-
• Services
evaluation

17. Enhances creativity and interactivity
between users and providers
Using internet technologies
Discussion groups
Voting tools

18. Interactive e-learning 2.0 content with
embedded social media.
Empowers users to take advantage of
social media tools to create a learning
community around each course.
Courses become formal and social by
nature

19. Learners:
share knowledge with others
learn from each other
comment on anything
rate everything and more -
While browsing or using a course and without ever leaving the
learning environment.

20. Add blogs to courses, either completely open to the
public where anyone can post, or moderated.
Comment on anything in the course, with or without
comment approval.
Learners rate any object in the course, and see how
others rated it.
Include external RSS feeds, either blogs or other
services.
Embed mashup widgets, such as YouTube videos,
Google Charts, and others.

21. As online tools become more available inside and
outside the classroom, and the growth of distance
learning continues, education researchers have begun to
focus on how best to harness new technologies.
Advocates for the classical lecture experience still exist,
of course, but the general trend has been toward
incorporating various technologies into the classroom,
from course management software to digital
photography.
One approach, called quot;blended learning,quot; mixes
traditional quot;face to facequot; techniques with cutting-edge
developments in theory and technology.

23. Users rate the training on line
Compare notes with other participants
Upload their documents

24. Demo

25. Thank you
avilanova@siqur.com
+34 619 846 851