Evaluating the Contribution of DesktopVR for Safety-Critical Applications
SAFECOMP '99 Proceedings of the 18th International Conference on Computer Computer Safety, Reliability and Security
A scenario language to orchestrate virtual world evolution
Proceedings of the 2003 ACM SIGGRAPH/Eurographics symposium on Computer animation
The Application of Virtual Reality to ( Chemical Engineering ) Education
VR '04 Proceedings of the IEEE Virtual Reality 2004
U-director: a decision-theoretic narrative planning architecture for storytelling environments
AAMAS '06 Proceedings of the fifth international joint conference on Autonomous agents and multiagent systems
AI Magazine - Special issue on achieving human-level AI through integrated systems and research
Measuring and defining the experience of immersion in games
International Journal of Human-Computer Studies
Revisiting Character-Based Affective Storytelling under a Narrative BDI Framework
ICIDS '08 Proceedings of the 1st Joint International Conference on Interactive Digital Storytelling: Interactive Storytelling
Scenario generation for emergency rescue training games
Proceedings of the 4th International Conference on Foundations of Digital Games
Proceedings of the 9th ACM symposium on Document engineering
Educational virtual environments: A ten-year review of empirical research (1999-2009)
Computers & Education
INTERACT'11 Proceedings of the 13th IFIP TC 13 international conference on Human-computer interaction - Volume Part III
Storytelling in virtual reality for training
Edutainment'06 Proceedings of the First international conference on Technologies for E-Learning and Digital Entertainment
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In high risk industries, risk management training has become a major issue. It requires not only to teach rules and procedures, but also to promote a real understanding of the risks that are at stake and to train learners to work in degraded situations (stress, difficult co-activity, damaged equipment...). In this paper, we present the outcomes of the V3S project. This project resulted in a virtual environment focused on the visualization of errors consequences, whether they are made by the learner or by the virtual autonomous characters that populate this environment. To allow the representation of errors and compromises, we developed a task description language to model learners' and autonomous characters' situated knowledge about their tasks. These models are used to monitor learners' actions and to generate virtual characters' behaviours. The evaluation has shown a high satisfaction level and encouraging usability measures. As a future work, we propose to extend the possibilities of the simulation through the creation and monitoring of adaptive scenarios. Our objective here is twofold: support roleplay-like learning situations inspired by game-based learning and interactive storytelling, and dynamically adapt the difficulty to learner's performances by adjusting the behaviour of virtual characters able to assist or disrupt the user.