![]() Virtual reality can provide the user not only with visual and audio stimuli, but also with haptic or heat sensations (Han et al. Moreover, simulations are also created to illustrate the process of fire and smoke propagation (Beaudoin et al. ![]() Such simulators can be used to train managing skills, rescue procedures, or safety behaviors (Williams-Bell et al. ( 2015) describe more than 20 examples of the use of virtual reality, video games, and serious games for firefighters. ![]() In a literature review, Williams-Bell et al. This solution is not particularly new as professional VR simulators have been successfully used in the fire service. In this light, it seems that training in virtual reality (VR) seems to be a valuable complement to the comprehensive education of firefighters. Two-year training for one cadet costs about $36,600 (Supreme Audit Office 2012). Such field training is expensive and difficult to manage. The didactic classes are conducted in the form of lectures and practical classes concerning such issues as occupational health and safety, service in the National Fire Service, psychological aspects of rescue operations, the physical and chemical phenomena, extinguishing equipment, firefighting tactics, rescue tactics, and physical education (The State Fire Service of Poland 2016). As part of their apprenticeship, cadets are required to serve a minimum of 28 full-day shifts (i.e., 24 h per one shift). In Poland, basic firefighter education includes 177 training days, of which 78 days (622 h) are devoted to didactic classes and 90 days to professional practice. Therefore, it is not surprising that firefighters’ training is also demanding and extensive. According to the State Fire Service of Poland, 1820 firefighters were injured (including one fatal injury) during rescue operations in 2018 (The State Fire Service of Poland 2018). Due to research outcomes, the issues of manipulation checks in experimental psychology and limitations of the VR technology are taken into consideration.įirefighting is considered to be one of the most dangerous professions. The results are discussed in light of cognitive schemas’ activation, and perspectives for further research in this scope are proposed. However, after correcting for multiple comparisons, only results regarding emotional response remained statistically significant. In the third iteration, the stimulus was changed once more (to a white dress) and this time it evoked negative emotions of fear, anger, guilt, and sadness. In the second attempt, the stimulus was improved and evoked feelings of challenge, harm, and loss in the participants. The first iteration of the study did not yield expected results, as the stimulus (a child’s toy) was not as suggestive and vivid as it was expected. In an experimental study with three iterations, the stimuli designed to evoke the schema of a significant other were implemented in a virtual reality simulator to evoke a cognitive schema in firefighters through emotions (positive and negative) and several dimensions of stress. Based on interviews with firefighters, two types of people (children and young women) were chosen as stimuli in the research design. Evoking cognitive schemas, especially of other people, during training appears to be crucial as well, as the greatest stressors in the firefighting profession are social. Such virtual training may be useful for preparing trainees for distress, fear, or frustration experienced during real rescue operations. Virtual reality can be used for educational purposes, particularly in demanding professions such as firefighting.
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