Serious Game in VR: An immersive experience to attract new talents to cybersecurity at Naval Group

On the occasion of the FIC 2023 trade show, Audace was entrusted by Naval Group with the mission of developing a new VR serious game.

The objective is to attract the attention of visitors to the cybersecurity management at Naval Group and introduce them to this exciting sector in order to attract future talents. The serious game is based on an analogy between a cyber-attack and an attack at sea. The players, equipped with virtual reality headsets, they must counter malicious underwater drones, implement countermeasures following an intrusion into the automatic identification system of the radar, eliminate false detected ships with a “cyber cannon,” restore order to the GPS system, which has also been targeted in an attack…

The game takes place in an ultra-realistic environment, enhanced with haptic effects for a complete immersion. This virtual reality experience, both attractive and educational, has successfully “hit the target”. A fun and effective way to raise awareness about cybersecurity at Naval Group!

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The Reunion Chamber of Commerce and Industry is investing in VR-based simulators for logistics vehicle driving training!

The Reunion Chamber of Commerce and Industry (CCI) has recently acquired three virtual reality training simulators developed by Audace. These simulators allow for the training of future logistics equipment operators. They prepare them for the different Certificates of Aptitude for Safe Driving (CACES®). The simulators are intended to be used within the Campus CIRFIM (Regional Interconsular Center for Industry and Trades Training), a training center operated by the CCI of Réunion.

Simulation for secure and certified training

Audace will soon deliver three of its VR training simulators to the CCI of Reunion Island. The Chamber of Commerce and Industry is dedicating these devices to the Campus CIRFIM, one of its branches dedicated to training. Their choice focused on two forklift driving simulators and one “PEMP” (Mobile Elevated Work Platform) driving simulator. The “turnkey” solutions will be delivered in July to the Campus CIRFIM, ready to be used by the learners.

These simulators are intended for the training of young people and individuals undergoing career transition, with the aim of obtaining the CACES certification. They complement real-world training on actual equipment, both in terms of familiarizing learners with the real equipment beforehand and helping them learn to manage hazardous situations afterward. They provide learners with an immersive and realistic experience. Thanks to these tools, learners can train effectively and safely by facing realistic situations.

The C3 and C5 forklift simulators


Among them, the C3 and C5 forklift simulators enable self-paced training to master safe driving. The training is conducted in two phases:

  1. Practice of driving in virtual immersion

To learn how to drive and master the risks. Several scenarios simulate real-life conditions for practice in a logistics warehouse. Each scenario presents risky situations: delicate maneuvers, ramp crossings, pedestrian and vehicle traffic, obstacles on the ground, etc.

  1. Driving analysis

To evaluate driving: issuance of a detailed educational report.

All the learner’s actions are analyzed. His driving behavior and adherence to expected safety rules are assessed. The software keeps track of all data for each learner and scenario performed for the trainer’s reference.

The aerial work platform (AWP) simulator


As for the aerial work platform (AWP) driving simulator, developed in collaboration with AFTRAL, it aims to achieve the following objectives:

  • Validation of skills in the operation and driving of aerial work platforms (AWPs)
  • Learning to drive as part of initial training before training on a real machine (reducing the time required to mobilize the actual aerial work platform and increasing availability of trainers)
  • Refresher training for aerial work platform operation (no need to mobilize an actual aerial work platform)
  • Safety: Learning risk management
  • Productivity: Learning timed operation of aerial lifts

Driving simulators prove to be extremely valuable tools for capturing the interest of Generation Z, motivating them to pursue training in high-demand occupations. Furthermore, they represent a significant advancement in enhancing safe driving practices, particularly in fields where work-related accidents leading to injuries and downtime are still unfortunately too common. Indeed, investing in such training tools is an essential (and cost-effective) approach. It allows for a combination of attractiveness, efficient training, and prevention of occupational hazards.

Manitou, a leading company in material handling equipment, is strengthening its safety culture through a playful training program.

As a company specialized in the manufacturing of handling and earthmoving equipment, Manitou has established ten golden rules of safety to ensure the protection of its 5000 employees across 140 countries. To strengthen this safety culture within the company, Manitou is launching a playful training program. It is designed for managers, executives, technicians, and employees at the headquarters. This initiative aims to ensure that the golden rules are not only known and understood but also implemented throughout the entire group.


Manitou, a French company with international presence, stands out for its innovations in the field of handling, lifting, and earthmoving equipment. The group strives to improve the performance of its machines, ensure user comfort, reduce the total cost of equipment ownership, and minimize their environmental impact. Manitou also aims to prioritize the safety of its employees by launching an extensive campaign on the subject.

The main objective of the training conducted by Audace is to raise awareness among employees about the ten golden rules of safety in the company and ensure their compliance. They should also have the ability to identify risky situations.

When games become an inductive pedagogical approach

The module uses an inductive pedagogical approach. Learners learn the golden rules by solving concrete cases. Two levels are available. In the first level, learners can retry if they make mistakes. In the second level, they receive feedback but cannot try again.

Using a board game inspired by “Trivial Pursuit,” the player rolls the dice and moves their game piece forward. At each square, a question related to a specific theme related to the company is asked (industry, environment, construction, etc.). If he answers correctly, he is rewarded with a “Golden Rule” card. It’s up to him to find as many correct answers as possible to build up his collection! Indeed, he needs them to win the challenges that arise during the game. To solve them and win, he must play the right “Golden Rule” cards.

Pitch : A cataclysm has destroyed the infrastructure and industries. It is up to you to rebuild the essential elements for the prosperity of your group of survivors. Will you be able to accomplish these tasks while preserving your health and that of your companions? During a journey presented as a board game with a deck-building card mechanic, the learner will have to successfully complete their mission and come out alive. !


The training implemented by Manitou helps strengthen the safety culture within the company. Participants have the opportunity to build the ten golden rules of safety themselves. The game mechanics, such as the game board and playing cards, make the training interactive and engaging. In addition to its playful aspect, this e-learning enables learners to understand and analyze risky situations. The golden rules thus become an integral part of their knowledge and skills in terms of safety.

Vertexa: An Innovative VR Tool for Early Management of Eating Disorders

Eating Disorders, such as anorexia and bulimia, affect a large number of people in France, including a young population. The management of these disorders is complex, especially when the diagnosis is made late. To address this, a team of healthcare professionals from CH Arras has developed VERTEXA (Virtual Reality Therapy Exposition in Anorexia), a therapeutic tool in virtual reality aimed at enabling early and innovative management of these disorders.

VERTEXA: VR at the service of eating disorder management

Eating disorders are increasingly prevalent in France, affecting nearly one million people. Unfortunately, treatment resistance and relapses are common. One of the major challenges in the French healthcare system is to diagnose these disorders as early as possible and to implement appropriate interventions at the onset of the first symptoms. This is where VERTEXA comes in, an innovative tool that uses VR to provide early and innovative care for eating disorders.

The VERTEXA project was initiated by a multidisciplinary team including physicians, psychologists, dieticians, and researchers from CH Arras. The program, developed in collaboration with Audace Digital Learning, is based on the digitization of the content from therapeutic day hospital sessions at CH Arras. And recently, it has been labeled by the Regional Health Agency (ARS) of Hauts-de-France as a “specialized healthcare service for the management of eating disorders.” VERTEXA aims to facilitate access to care for healthcare professionals in urban areas and their patients suffering from eating disorders. How? By offering an immersive and engaging therapeutic experience.

An engaging and educational immersion in the management of eating disorders.

The VERTEXA device consists of several modules. Each one focuses on a specific symptom of eating disorders. Thanks to a virtual reality headset, the patient becomes an active participant in their own role and treatment. The sessions last approximately 20 minutes and are conducted several times per week. They allow the patient to actively engage in the management of their condition within a reassuring and engaging environment. Indeed, by adopting a playful and narrative approach, VERTEXA promotes patient engagement and adherence to the treatment. It then offers the possibility to convey important educational messages to the patient.

The therapeutic game offers several mini-games and workshops, developed in collaboration with Audace Digital Learning, aimed at combating false beliefs about food and body image disorders. To maintain the patient’s motivation throughout the treatment journey, the software offers a progression with increasing levels of difficulty. The game unlocks rewards, which positively reinforces the changes achieved in the patient’s real life.

The medical teams also have the ability, through a dedicated web interface, to monitor the patient’s adherence and progress. Indeed, the tool allows the doctor to obtain key indicators of the patient’s physical health progress (e.g., automatic calculation of certain measurements) or mental well-being (e.g., daily self-assessment).

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“Ultimately, the advantage of VERTEXA is that it allows healthcare professionals who do not have access to a comprehensive care setup to benefit from the expertise of an experienced multidisciplinary team in supporting patients with anorexia. This support is provided at an early stage, before the symptoms worsen and hospitalization becomes necessary, which is often delayed. Indeed, early initiation of treatment is the only prognostic factor in this pathology. ”

Dr Vincent FLORENT, MD PhD, nutritionist physician, head of the TCA (Eating Disorders) unit at CH d’Arras,

clinician researcher at INSERM U1172 Lille Neurosciences and Cognition.

“The Metaverse is Dead, Long Live the Metaverse”

On May 16th, AUDACE participated in the seminar “The Metaverse is Dead, Long Live the Metaverse” organized by the Aristote association at the premises of École Polytechnique in Paris Saclay. AUDACE was able to share its experience with the Metaverse during a Use Case dedicated to the use of this type of platform in professional training.

Despite its young age, the Metaverse already wears a cloak of shadows and speculation. Like the phoenix, the Metaverse disappears and reemerges, always more fascinating and promising. How can we ensure the long-term sustainability of this type of platform? How can we make it efficient for professional use, especially in training?

The Metaverse: A constantly evolving virtual universe.

The concept of the Metaverse refers to an online virtual world that provides a shared and persistent digital space where users can interact and engage in various activities. It is often described as a space where the boundary between the real world and the virtual world becomes blurred, integrating elements of virtual reality, augmented reality, online gaming, and online social networks. Users are represented by avatars and can contribute to the creation of content and the evolution of the virtual environment.

The history of the Metaverse dates back to ideas and concepts that have emerged over the decades. Neal Stephenson popularized the concept in his science fiction novel “Snow Crash” in 1992, depicting a virtual world called the “Metaverse.” The early incarnations of the Metaverse can be found in the virtual worlds and massively multiplayer online games of the 1990s and 2000s. The emergence of immersive devices such as VR and AR headsets has brought new perspectives to the development of the Metaverse.

Closely linked to the Metaverse, video games contribute to its popularity.

The future of the Metaverse: Virtual meetings, digital economy, and ethical challenges.

As for the future, the Metaverse’s future is constantly evolving and generating increasing interest. It could become a virtual meeting place for people from all around the world. Furthermore, it facilitates the digital economy with commercial opportunities and virtual marketplaces. Lastly, it stimulates creative and cultural collaboration. However, it also raises challenges and ethical questions. These challenges include privacy protection, online security, and content regulation.

That is why the development of the Metaverse depends on several key factors, such as technological advancements and investments from companies. It is also important to consider user adoption, interconnectivity, and standardization. Lastly, there are virtual economy and monetization considerations, as well as regulations and legal frameworks.

Towards immersive and collaborative learning...

In the professional domain, the Metaverse can be used to enhance remote meetings and collaboration. It can also be employed for training, learning, and creating virtual workspaces. For businesses, it is even more relevant for organizing professional events, data visualization, and modeling. Finally, it can also be involved in business-to-business commerce.

Specifically in terms of education, the Metaverse goes beyond immersive learning. It promotes immersive and collaborative learning. Learners can practice with colleagues from around the world in the Metaverse. They can also work with a trainer on a digital twin, solve problems, and share ideas, regardless of their geographical location. They can also benefit from multi-user simulations of work situations and interact with each other without taking risks. Audace has already had the opportunity to successfully develop initial Metaverses for companies like Orano and AFTRAL.

In conclusion, the Metaverse is an ever-evolving concept that offers a potential for innovation and transformation in various fields, from the gaming industry to the digital economy and professional training. Its future will depend on technological advancements, user adoption, corporate investment, and the establishment of appropriate regulations.

ORANO - Serious Game - Prévention des risques
BRIDGESTONE Assemblage Final
VERTEXA (TCA) - Serious Game VR
ORANO Smart Maintenance Manuella RA

When VR becomes simple and ergonomic

AUDACE is particularly attentive to the technological advancements of virtual reality, which is constantly evolving. Every new release, every new announcement is a step closer to a more accessible, immersive, and affordable VR experience.

Standalone VR headsets are a major advancement in the field of virtual reality. They do not require an external PC to operate and are capable of running complex virtual scenes on their own. This technological advancement offers numerous advantages and opens up many opportunities for simulators and digital training.

To illustrate these advantages, Audace has chosen to showcase two of its off-the-shelf simulators: the Auxiliary Crane Driving Simulator and the Aerial Work Platform (AWP) Driving Simulator.

The auxiliary crane is a device mounted at the rear of a truck cabin and is used for lifting heavy loads or pallets. The Aerial Work Platform (AWP), on the other hand, is a mobile personnel lifting device composed of a platform or basket operated by an operator who needs to work at heights. Both of them are operated using a control box with buttons.

The simulators are training tools for safely operating these machines. They provide training on the proper usage of these vehicles while ensuring safety. They allow for preparation and recertification for the CACES® (Certificate of Aptitude in Safe Driving) qualification.

In a virtual environment such as a construction site or a warehouse, the simulators offer learners the opportunity to operate various vehicles and engage in a series of scenarios that they must master, including:

  • Operating the controls of the vehicle
  • Setting up the vehicle in the work area
  • Identifying the various risks associated with the use
  • Practical use case scenarios

To provide a training experience that is as realistic as possible, Audace offers solutions that go beyond virtual reality (VR). With our simulators, learners have the opportunity to use the actual remote controls of the equipment. This allows them to gain initial experience that can be easily transferred to real-life situations.

The advantages of standalone VR headsets

Until now, Audace simulators have been operating with a wired VR headset connected to a PC. Recently, the decision has been made to transition them to standalone VR headsets. This change in technology allows for the optimization of our solution by eliminating the need for an auxiliary PC. However, it requires a rethinking of the connection to the remote controls, using Bluetooth technology.

A standalone virtual reality solution

With the elimination of the auxiliary PC, only the headset is now required to operate the simulators. This evolution presents several advantages, such as the elimination of cumbersome cables, simplified operation (everything is managed through the headset), and increased reliability (due to the reduction of devices to maintain). Moreover, this transition allows for cost reduction through savings on PC and VR headset expenses. The standalone version is more financially accessible compared to the wired setup.

A more flexible VR headset ecosystem

With the OpenXR standard, Audace can make its range of simulators and future projects compatible with all models of VR headsets. OpenXR is a programming standard followed by all existing and upcoming virtual reality headsets. By using this standard, Audace develops virtual reality interactions that work across all headset models, providing a seamless and flexible experience. As a result, Audace can offer its clients the VR headset that best meets their needs, regardless of software constraints. This increased compatibility provides an improved user experience and facilitates the selection of the appropriate headset.

A wireless remote control

The transition to standalone VR headsets brings a significant improvement to the use of simulated vehicle remote controls. In collaboration with its partner Itowa, Audace is working on the development of a wireless control box, enabling its solution to be free from any type of cables. This advancement also has the advantage of reducing the setup and installation time of the solution, making it more user-friendly. The other benefit is that it helps reduce costs by eliminating the need for the radio beacon, which was previously required for proper operation.

A wireless remote control

The latest technological advancements in finger tracking, allowing real-time tracking of hand and finger movements, are now available on most VR headsets and have greatly improved in robustness in recent years. Whether it’s making selections in scenario menus or navigating within the virtual world, interactions rely solely on the cameras integrated into the headset. The addition of an additional camera on the front of the headset, such as the Leap Motion sensor, is no longer necessary.

This results in increased autonomy for learners.

With these various advancements and the integration of new interactive menus directly in the headset, Audace simplifies the use of its solutions. As a result, learners will be able to quickly access simulator scenarios and navigate through them independently, without requiring intervention from the instructor through the PC interface, as was previously required.

The factors influencing of the ROI of an immersive training

When it comes to developing virtual reality training tools, a common question arises: What is the return on investment (ROI)? AUDACE carries out numerous projects in virtual reality. Indeed, AUDACE can help you estimate the return on investment (ROI) of VR experiences. AUDACE is even able to unveil certain additional benefits that were not initially envisioned.

First ROI factor: Cost reduction related to training.

Each training content project has its own specificities, whether it’s job discovery, awareness, training on complex operations, or equipment operation. There is no mathematical formula that can measure the cost savings achieved through immersive training and is universally applicable to all situations. Nevertheless, it is possible, by taking the time to reflect and considering observed assumptions from existing projects, to estimate the cost reduction associated with this training modality. The calculation takes into account various factors such as:

  • Reduction in training time (~50% for a technical vocational training initially offered through an apprenticeship program).
  • La réduction des frais logistiques de la formation (location de matériel, frais de vie, …) : la formation vient à l’apprenant et non l’inverse.
  • Reduction in the immobilization of productive resources dedicated to training. In the case of creating a dedicated digital twin for training, it is possible to retain all production resources (human and material) without immobilization.
  • Reduction in costs of “wasted” raw materials due to errors during training or lack of practice in job placement.
  • Reduction in candidate dropout rate. Indeed, certain professions can have demanding working conditions (environment, physical exertion, stress related to operations, etc.). A virtual reality training allows learners to gradually become familiar with the profession and its constraints. This reduces the challenges of job placement.

As an example, AUDACE, in collaboration with its industrial clients (including ORANO and BRIDGESTONE), has observed that virtual training reduces the onboarding time by an average of 50%. Indeed, VR simulators allow for repetitive and varied work operations. The configuration of a VR training exercise takes just a minute! Sometimes it takes several hours to prepare the same exercise in real conditions. Moreover, all situations can be reproduced in virtual reality. Under normal conditions, it is impossible to program events such as breakdowns, incidents, etc., which slows down the progress of learners.


2nd factor: Operational excellence of employees

VR training helps overcome many limitations and obstacles encountered in traditional in-person training.

With digital tools, it is possible to repeat operations as many times as needed. In-person training requires preparation time between two training sessions. On the other hand, immersive scenarios can be linked seamlessly without interruption. The real-time practice time during training is thus increased.

Moreover, all situations can be addressed during virtual training. Whether it’s dangerous situations for the operator, rare occurrences, or scenarios that are impossible to replicate on demand. These skills are usually acquired after several years of “learning by doing” experience.

Some of our clients have expanded digital training to a wider audience to make their teams more flexible. Once the investment for training is made, deploying it to a larger number of employees represents a negligible cost.

Furthermore, digital tools, especially immersive solutions, allow for the transmission of company standards to all users. Written work method sheets can be interpreted differently by the reader. In contrast, a scenario in virtual reality leaves no room for interpretation. AUDACE observes significant differences between the business processes imagined in the design office, the complex reality of the field, and the opinions of trainers. That is why the creation of virtual reality training is necessary. This training involves an expert trainer, a methods and processes manager, and possibly a workplace safety manager. It allows bringing together the quality requirements, operational reality, and employee safety into a single tool.

En effet, chaque serious accident costs a company a significant amount of money. Avoiding even a single severe accident is enough to make a virtual reality training financially viable.


3rd factor: Benefit on the company's image and attractiveness.

This third factor is more difficult to estimate and also more unexpected. A training in virtual, mixed, or augmented reality naturally has an innovative character, as the practice is still not widely spread. However, there are numerous opportunities for truly distinctive innovation: creating original educational pathways, leveraging new features of virtual or mixed reality headsets, integrating with physical equipment interfaces, and more.

Since AUDACE began creating immersive experiences, not a single year has passed without them receiving an award or recognition for their innovation.

This contributes to the attractiveness of the company. The younger generations are naturally drawn to immersive technologies. As a result, AUDACE’s creations are consistently featured in its clients’ trade shows and exhibitions. It showcases the company’s innovations, recruits young talents, and presents its products to its own clients.

To conclude, let’s recall the testimony of Sébastien Tranchant, Head of Talent Acquisition, Talent Management, Learning & Development at Bridgestone, following the implementation of a blended learning program, including a theoretical part and a practical part on a virtual reality tire manufacturing simulator (developed by Audace) and a digital twin:

« This comprehensive training program has allowed us to increase productivity and ensure the safety of our employees by reducing safety incidents and quality issues by 30 to 50%. Furthermore, significant economies of scale have been achieved. Specifically, we have reduced the immobilization of production equipment required for training by 80% and the immobilization of human resources dedicated to this purpose by 90%. Many other positive impacts have been revealed, such as the enhanced reputation of the company featured in national media outlets… »

Memory Anchoring: Best Practices for Training in VR

Due to its realistic immersion, experiential nature, and safety, customization, engagement, and its ability to provide instant feedback, VR is a powerful tool for enhancing learning, knowledge retention, and the development of skills. However, during their initial experience in virtual reality VR), learners may be fascinated by   this “new world”   and may encounter challenges in getting accustomed to this revolutionary technology. UDACE recommends five steps to ensure the success of your projects.

Step 1: Discovering Virtual Reality

The initial step is to discover virtual reality. Some users have never had the opportunity to experience it, and they may feel overwhelmed by the intense sensations that this new technology provides. The reactions of novices vary from person to person. Some struggle to concentrate and focus their attention, while others feel overwhelmed by the potential of this new universe. That is why it is highly recommended to accompany users during their first VR experience, providing them with short and guided initial experiences that incorporate playful elements to facilitate immersion and understanding of the technology.

Step 2: Getting Familiar with VR Application Features

Mastering the features of the virtual reality (VR) application. Once you have overcome the initial sensations associated with immersion in a 360-degree virtual world, you must learn to interact within this universe. This involves simple actions such as moving, orienting oneself, touching or grabbing objects, as well as more complex operations like opening an inventory, using a fire extinguisher, or even operating a crane. It is important to explore the different ways of interacting with this virtual environment. A tutorial can guide you step by step in learning the different actions, thereby avoiding any frustration. The smoothness of the user experience plays a crucial role in the enjoyment of learning and its retention.

Step 3: Preparation for the scenario execution

Step 3 implies preparation for Scenario Execution. of the educational scenario in VR. One of the challenges that learners face is linking their actions and interactions in the virtual environment to their gestures. Sometimes, pre-action reflection disappears in favor of mechanical repetition. When learners return to the reality, even the slightest difference from the VR experience can unsettle them.

To address this issue, AUDACE recommends introducing each educational scenario in VR with a detailed explanation of the various steps of the process, using screenshots to illustrate the actions to be performed. This allows the learner to better understand the logic and the chronological order of operations, which promotes the memorization of learning, reduces the need for repetitions, and facilitates the transition between virtual training and real work.

AUDACE also suggests designing each scenario of learning with at least two gameplay modes: a beginner mode where all the steps are indicated to the learner, allowing them to complete the entire scenario without prerequisites, and an “expert” mode without any indications, to ensure that the learner is capable of reproducing the process without assistance.

Step 4: Designing an Educational Scenario.

To optimize the learning experience, it is recommended to design educational scenarios with a maximum duration of 20 minutes. Beyond this duration, learners can become fatigued and the memory anchoring is less effective. To facilitate a smooth and enjoyable learning experience, it is essential to minimize the cognitive load on the learner regarding the actions required to progress in the scenario. This involves developing intuitive interactions, a natural progression, as well as adding sound and visual effects that provide consistent feedback.

Step 5: Debriefing the Experience.

When virtual reality is used in a supervised training setting, the debriefing phase offers an opportunity for memory anchoring that should be optimized. AUDACE advises dividing this debriefing phase into two steps: firstly, allowing the learner to express their emotions and release them, similar to how a sports coach lets their players express themselves during a timeout to ensure their focus. Then, the trainer can focus on debriefing the pedagogical aspects of the learner’s experience (what they saw, accomplished, and experienced).

Virtual reality provides immersive and stimulating learning opportunities, but it requires a structured approach to ensure an optimal user experience. By following the mentioned steps, learners can fully benefit from this highly effective technology to acquire new skills and knowledge safely.

Immersive learning: the ultimate stage of digital learning?

25 années d’innovation dans le Digital Learning débouchent sur l’Immersive Learning – une approche de formation aux bénéfices inégalables. Parce que gage de retour sur investissement pour le collaborateur et l’entreprise, l’Immersive Learning convainc toujours plus de Directions Formation.

Et ce, bien au-delà de son champ d’application initial pour le développement des compétences techniques.

Où en est l’Immersive Learning, ses best practices, ses méthodes, son coût ? Quelles sont ses perspectives ? Pourquoi et comment lancer une stratégie d’Immersive Learning avec succès ? Quelle place dans le mix pédagogique de la formation ?

Vous pourrez retrouver les réponses à ces questions, et bien d’autres encore, dans ce webinar animé par Jérôme Poulain, Directeur associé d’Audace et Michel Diaz, Industry Analyst chez Féfaur.

Remplissez ce formulaire pour recevoir le webinaire

Immersive learning: the ultimate stage of digital learning?

Le Digital Learning a connu une évolution importante au cours des 25 dernières années, avec l’introduction de nouvelles modalités telles que le serious game et plus récemment, l’immersive learning.

Ce livre blanc, issu d’une collaboration entre les équipes d’Audace et de Féfaur, explore cette évolution et met l’accent sur l’immersive learning, pratique qui devient incontournable pour de nombreuses Directions Formation.

Pourquoi l’immersive learning se développe-t-il à vitesse grand V ? Quels sont ses avantages ? Quand l’utiliser, selon quels critères ? Toutes ces questions sont abordées.

Mais aussi comment choisir la bonne approche en fonction des objectifs de formation et des besoins spécifiques des apprenants : e-learning, serious game ou immersive learning ? Car si l’immersive learning présente de très nombreux atouts, il n’est pas pour autant la solution universelle.

Un livre blanc qui fait le tour de la question avec de nombreux cas d’usage pour vous éclairer et une démonstration du ROI de l’immersive learning !

Remplissez ce formulaire pour recevoir le livre blanc