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Immersive virtual reality serious games for evacuation training and research: A systematic literature review
ARTICLE

, , Department of Civil and Environmental Engineering, New Zealand ; , Department of Computer Science, New Zealand ; , School of Engineering and Advanced Technology, New Zealand ; , Escuela de Ingeniería Informática, Chile

Computers & Education Volume 127, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

An appropriate and safe behavior for exiting a facility is key to reducing injuries and increasing survival when facing an emergency evacuation in a building. Knowledge on the best evacuation practice is commonly delivered by traditional training approaches such as videos, posters, or evacuation drills, but they may become ineffective in terms of knowledge acquisition and retention. Serious games (SGs) are an innovative approach devoted to training and educating people in a gaming environment. Recently, increasing attention has been paid to immersive virtual reality (IVR)-based SGs for evacuation knowledge delivery and behavior assessment because they are highly engaging and promote greater cognitive learning.This paper aims to understand the development and implementation of IVR SGs in the context of building evacuation training and research, applied to various indoor emergencies such as fire and earthquake. Thus, a conceptual framework for effective design and implementation through the systematic literature review method was developed. As a result, this framework integrates critical aspects and provides connections between them, including pedagogical and behavioral impacts, gaming environment development, and outcome and participation experience measures.

Citation

Feng, Z., González, V.A., Amor, R., Lovreglio, R. & Cabrera-Guerrero, G. (2018). Immersive virtual reality serious games for evacuation training and research: A systematic literature review. Computers & Education, 127(1), 252-266. Elsevier Ltd. Retrieved May 29, 2020 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2018.09.002

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