CHU Rouen – Healthcare Professionals Training

A bold collaboration for the training of healthcare professionals

CHU Rouen aimed to train healthcare professionals on two topics: emergency management in nursing homes and the various available care options in healthcare facilities. The training content needed to reflect the reality of the field first and foremost. The other imperative was to take into account the specificities of the territory while being as engaging as possible.

Interactive and immersive learning through serious games

To meet the specific needs of GHT Rouen Cœur de Seine, Audace has developed two training modules in the form of serious games.

These training programs were developed for healthcare professionals working within GHT Rouen Cœur de Seine, including home care assistants, medical-psychological assistants, nursing aides, nurses, rehabilitation specialists, and healthcare managers. Each module consists of three scenarios that immerse learners in critical situations they need to resolve.

The first module, titled “Emergency Management in EHPAD,” is described as a guided 3D game. It follows the step-by-step procedure for identifying signs of urgent severity. The learner moves around in the medical environment and patient rooms. He interacts with the personnel around him. And a rest area has even been set up!

For the second module, Audace divided the training into three pathways:

  • the failure of the caregiver, the actors in the city, and the home,
  • the psychiatric pathway,
  • the link between nursing homes and hospitals.

The serious game is presented in the form of a board game with its game board and playing piece. The learner then advances on squares that contain challenges each time. To help them choose the best solution for their patient, the player has access to different cards representing various organizations and individuals (doctor, patient’s family, other patients, etc.). Then, the learner must find the answers to the questions by relying on the information provided by the cards. Each pathway has its own situation and scenario.

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The serious games offer two learning modes:

  • A “training” mode with unlimited attempts to allow learners to practice and correct their mistakes.
  • An “assessment” mode to measure the acquired skills. Here, the learner has only one attempt and cannot retry a quiz in case of an error. He receives a score at the end of the scenario, which will be shared with his trainer.

These training programs offer learners the opportunity to learn at their own pace and assess the skills they have acquired. They also promote immersion and interactivity with a practical and realistic learning experience.

Learners have the ability to freely navigate in virtual environments that are true to reality. They can interact with patients and healthcare professionals involved in the care pathway. They also make decisions that will have an impact on the course of the game. This allows them to understand situations that require prompt and effective patient care. All these scenarios can be encountered in real life.

Waste Management in VR with Orano

A multi-site VR application

Orano DS, a leader in the nuclear industry, has collaborated with Audace to develop a multi-site virtual reality application designed to train operators in nuclear waste management. The application utilizes 3D modeling of various ORANO and EDF sites for which the training is created. The environments have been faithfully reproduced, each with its own specificities, to provide an immersive experience that closely resembles reality.

The main objective of this training is to educate operators to the various aspects of nuclear waste sorting, such as the use of different dose rate measurement devices, the collection and treatment of various waste types in a nuclear environment, and the labeling of storage containers. The training consists of several scenarios (missions), some of which are specific to each nuclear site.

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A secure and guided immersive training experience.

Learners have complete freedom of movement and can navigate through the entire environment, including facilities and airlocks. They can choose their personal protective equipment (PPE), use various equipment, and their challenge is to complete their missions while adhering to safety rules, particularly those related to radiation risks. During the simulation, the trainer can trigger unexpected events to assess the learner’s response. These events may include a dose alarm, oxygen deficiency, a depressurization failure, the presence of metals in a waste bag, and more. This allows the learner to demonstrate their ability to handle unforeseen situations and react accordingly.

The actions and movements are recorded throughout the mission and then transcribed into a PDF file summarizing the journey. In this application, there is no specific evaluation phase; success is based on the learner’s ability to achieve the set objectives.

This VR training enables better training for Orano operators by allowing them to interact with the reality of the nuclear environment in a virtual setting. This allows them to make mistakes in a virtual environment without real consequences, which helps them learn faster and without any danger, enhancing retention and memory (as the consequences of the mistakes are experienced). This safe and pedagogical alternative also helps save financial, human, and logistical resources (there is no need to prepare a room with dummy waste for sorting or mobilize machinery for training purposes).

GRDF – Mastering the PHILEAS business software

A module e-learning for an interactive and effective training

GRDF has an IT tool called PHILEAS, which allows users to access cartographic asset data related to the gas network. With approximately 800 users per day, this tool has become essential for GRDF’s public service missions. However, although it is intuitive, it requires training to fully exploit its features and successfully carry out surveys and investigations.

This is where Audace comes in with the development of an e-learning course that provides operators with full mastery of the tool. The solution also has the advantage of being available online at all times. Learners can access it at any time and learn at their own pace. With its three levels of difficulty, the training is accessible to everyone, from beginners to advanced users.

The 5 modules* are divided into two modes: the “Initial Training” mode, where learners go through all the sequences in a predefined order, and the “Toolbox” mode, which allows learners to access specific sequences to meet specific needs (e.g., when in doubt about a particular operation). In all cases, the learner must be actively engaged in the training. The simultaneous use of PHILEAS and e-learning helps the learner effectively master the features of the tool.

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Innovative pedagogical methods to engage learners.

Audace employs stimulating pedagogical approaches to encourage learners to explore all the content offered. To assess their knowledge, interactive activities, case studies, simulations, and more are offered. Learners should be able to follow the necessary procedures to successfully carry out their tasks, understand the collected information, analyze it, and draw conclusions based on the results obtained. This allows for assessing their level, reinforcing their understanding, and applying the acquired skills.

The training is therefore based on three key pillars: capturing attention, sustaining motivation, and promoting memorization. It starts with a placement test to help the learner assess their current level and optimize their training time. The training program is then organized into three phases: “I learn,” “I practice,” and “I assess.” Motion designs created with the PHILEAS software as well as tutorials are used to enhance understanding. Audace has also ensured that the modules comply with WCAG guidelines for accessibility for people with disabilities.

Audace has chosen to use Articulate Storyline 360 for this e-learning module. The testing was conducted using the online tool Storyline “Review,” which saves time by providing a shared version representative of the current production version and allows for tracking of correction requests.

*Onboarding, content and presentation, localization, drawing and printing

Discover the project in a video.

Match Drivers : raising awareness of best practices

The “drive” customers at the heart of Match supermarkets’ strategy

Match supermarkets have understood the importance of “drive” customers in their business. In order to improve the quality of their dedicated service and recruit managers and employees specialized in drive-through operations, Match supermarkets have turned to Audace to provide a tailor-made e-learning training. The training sensitizes learners to the “why” rather than the “how” in order to make them informed and responsible actors in implementing best drive-through practices at Match supermarkets.

The training program thus reproduces the entire drive-through journey, from placing an order to delivery. All the steps are mentioned in a realistic simulation :

  • Customer order via the website
  • Receipt of orders in-store
  • Order optimization
  • Staff management for order fulfillment
  • Order processing
  • Management of the order chain to ensure timely delivery
  • Product selection
  • …
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A playful storytelling approach for an engaging training

The training also addresses issues related to product supply and substitution (learners are encouraged to put themselves in the shoes of the customer to enhance their understanding of the challenges), as well as optimizing the process to save time.

To make the module engaging and playful, Audace has created a storytelling experience around William, a clumsy (and unlucky) new employee who needs guidance. The learner is invited to train him by presenting the best practices for order preparation. He will need to stay vigilant because many unexpected events will occur during this training.

Short, the module includes simple and dynamic interactive simulations to quickly make learners more proficient.

According to Edgar Dale (1900-1985), a researcher and professor in education, after 2 weeks, we remember:

  • 10 % of what we read
  • 20 % heard
  • 30 % seen
  • 50 % seen and heard, or demonstrated
  • 70% by participating in a discussion or giving a presentation
  • 90% by experiencing or living through a situation

Discover the project in a video.

RPS & Good Conduct: At RTE, the learner is at the heart of the story.

During the year 2022, RTE aimed to strengthen the training of its teams on psycho-social risks and codes of conduct implemented within the company. RTE chose to address these topics through two gamified e-learning modules, which were entrusted to Audace for their development. On this occasion, our teams did not hesitate to push the limits of Storyline to offer an original educational journey!

Would you be able to argue before a ruthless court regarding good conduct? Could you be a true hero in the field of psychosocial risks? And what if the key was in your hands? Answer in these new generation comics!

E-learning on psycho-social risks (PSR): comics for learning purposes

Stress and psycho-social risks (PSR) represent a major challenge for quality of work life. Considering the economic and social consequences, employee training is therefore one of the strategic pillars for preventing psycho-social risks (PSR).

RTE has chosen to present various psycho-social risks through illustrated situations in the form of comic strips. This dynamic scenario allows the learner to immerse themselves in the story and grasp the main points of focus, such as anxiety, harassment, or addictive behaviors, for example. Thanks to the examples staged by the project team, both through the graphics used and the chosen story, the learner discovers the risks and appropriate behaviors in a playful manner, leading to better memorization.

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E-learning code of conduct: when the employee becomes a hero of prevention

In this original e-learning course, the learner finds themselves at the center of an unprecedented imaginary trial in the history of RTE: three fictional employees have violated the company’s code of conduct and must answer for it before the judge! They are then immersed in the role of the defense lawyer and must face the other participants in the courtroom: the prosecutor, responsible for the accusation, and the judge who will render a verdict at the end of the proceedings. They are supported in managing their case by their assistant, who intervenes regularly to provide them with additional information if they find themselves at a dead end.

The lawyer and their assistant study the entire set of rules from the code of conduct implemented by the company before applying them in the context of the case. An ultra-narrative approach that immerses the learner in the heart of an original story… and their own learning experience.

For this e-learning, our creative teams have proposed a graphic style inspired by the world of manga. This style allows us to incorporate the various expressions that the protagonists of the case can have in the situations they encounter.

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Original and innovative pedagogical methods

It is often said that one should know how to make the learner an “actor of their own training”, from a young age to their professional life, whether they are undergoing a career change or being trained by their company. But there are indeed many ways to get them on stage. And at this stage, we have chosen to use the “Choose Your Own Adventure” model. The learner progresses through the learning experience and their training based on the choices they make. It’s a modern and playful way to deliver theoretical training!

Such a narrative structure requires a significant number of scenarios and a multitude of possible paths. A real challenge for the developer in charge of the project indeed! Indeed, it required a great deal of imagination and pushing the limits of the Storyline tool with an unconventional scripting approach.

François, our developer, was able to put his experience and knowledge of Javascript to good use by leveraging certain features of Storyline to our advantage. We notably used a bonus-malus gauge that tracks the choices made by the learner as the trial progresses. A well-timed attack? A weak argument as a defense? The gauge evolves and adjusts the user experience accordingly. Using JavaScript can be a bold choice in these moments, but it proves to be rewarding in the end. The few hours of intensive development are quickly forgotten with such a result!

A striking visual result.

At Audace, e-learning is not synonymous with traditional icons and slideshows that follow one another, quite the opposite! The choice of graphic style allows the modules to have a distinct identity and a unique originality, generating positive emotions. Learners easily engage in the game and naturally memorize the training material.

The artistic touch of our art director, combined with the creativity of our instructional designers and the technical expertise of our developers, has proven to be a winning combination!

With highly distinctive graphic styles that oscillate between comic books and manga, RTE provides a different framework for its employees, who become active participants in their training and will more easily reap the benefits of a gamified learning experience.

Metavers ou comment collaborer en immersive learning

The metaverse (or metaverse) is a term used to describe a shared virtual universe. In this environment, users can interact with each other or with the environment in real time.

Popularized by science fiction works and more recently by Mark Zuckerberg, the concept of the metaverse is increasingly being used in real-world applications, including immersive learning, collaborative work, online commerce, and entertainment. The metaverse is an innovation made possible by the software and hardware advancements in virtual reality and online multiplayer virtual world simulation technologies. If yesterday it seemed utopian, today it is a concrete and mature technology.

The term “metaverse” is often associated with the notion of persistence, meaning that it exists and evolves continuously, even when the user is disconnected. Its second characteristic is its accessibility to a large number of users in real time. However, it is commonly used to refer to all multi-user experiences in virtual reality. Thus, for immersive learning, we can benefit from the advantages of the metaverse while retaining the functionalities of training tracking (scenario-based structure, learner progress tracking, etc.). Adapted to training, it becomes a powerful tool with which it is possible to create progressive learning through scenarios, track learners’ progress, and promote co-activity.

State of the art

The metaverse is a rapidly expanding field of research and development. It offers numerous possibilities for learning, including multi-user collaboration in a shared virtual environment. As early as 2016, a study by Morgan Le Chenechal highlighted what the metaverse enables: a complete immersion in a collaborative virtual environment that provides learners, whether remote or in the same location, with a shared, rich, and safe learning space.

However, there is currently no ready-made application for creating, deploying, and maintaining a pedagogical metaverse, as highlighted by Mar Gonzalez-Franco in her 2015 scientific publication. Customized creation that addresses specific needs is therefore necessary.

Several works have also been the subject of scientific publications in the field of industrial design. Whether it is about bringing together domain experts from different specialties or organizing collaborative design meetings, virtual reality is emerging as a preferred tool in the industry to complement computer-aided design.

Metaverse and immersive learning

In the context of immersive learning, the addition of multi-user functionality offers new possibilities to simulation

  • Collaboration: The main advantage for immersive learning is the ability to have learners work together within the simulation. In learning, certain activities require the involvement of multiple operators. Until recently, this required integrating non-player characters into the simulation, with whom interactions were more limited. In a multi-user training, each participant can be assigned a role. It then becomes easy to imagine reproducing a virtual production line. Each learner has a specific role in it, and the work of each individual affects that of others.
  • Social interactions: The ability for learners to interact with each other helps foster their engagement and motivation. This provides them with the opportunity to help each other in acquiring new skills.
  • Training multiple learners simultaneously: Unlike an application dedicated to a single learner, multi-user immersion allows for parallel training of multiple individuals at the same time, saving time for the instructor (who can also organize challenges among these learners!).
  • Remote learning: Provided they have access to the necessary equipment (headset and internet connection), users can connect remotely to the application. Learners and the instructor can share the same experience even if they are located in different parts of the world, without the need for travel.

Difficulties to overcome

Compared to the development of single-user virtual reality applications, collaborative multi-user simulation brings about new challenges and technical hurdles:
  • Hardware architecture (the set of hardware devices that need to be put in place for the application to work): it involves establishing communication between VR headsets through a server while maintaining a smooth experience. Quality and bandwidth of the internet connection must be ensured if users are connected remotely. For online simulations involving a large number of users simultaneously, the server architecture needs to be adapted (number of simultaneous connections, optimized for parallelization, machine fleet, etc.).
  • Software architecture and server load optimization: The networked application requires constant communication between users and the server that processes the data. To achieve this, it is necessary to minimize data transfers to prevent the server from being overloaded with processing tasks and ensure satisfactory response times for users. The increase in the number of participants should not compromise the quality of the experience.
  • Maintenance: The multiplication of usage sites and devices (multiple headsets, network connection, one or more servers) inevitably leads to an increased need for hardware maintenance. As a result, it can be useful to implement additional tools to facilitate this maintenance (fleet management tools for headsets and servers, for example).
  • Communication for collaboration in VR: Since users can collaborate remotely, it is important to ensure good verbal communication (using integrated voice microphones) as well as non-verbal communication. Other users are represented by an avatar in the simulation, which can be animated using motion capture technology. This allows for more natural and fluid movements from the users. In addition to the head and hand position (captured through the headset and controllers), some devices also enable the capture of the user’s facial expressions.
  • Performance is crucial to ensure the simultaneity of operations, as maintaining low latency is essential to avoid desynchronization and maintain the consistency of actions. For instance, when a user interacts with an object, it should move/react in the same way in the environments of other users. Given that each user can interact with objects, if two users perform the same action simultaneously, the server must assign priorities to determine which interaction to allow.
Low latency is also important for user comfort. In case of desynchronization between the server and a user, the user may experience a “rubber-banding” effect when resynchronizing, which can be uncomfortable. In virtual reality, this “rubber-banding” effect can cause a loss of spatial awareness and contribute to cyber sickness, a discomfort similar to motion sickness experienced in virtual environments.
  • Access to relevant information streams by the instructor: a large amount of information is transmitted through the server. The instructor should be able to access real-time filtered, useful, and relevant information for their pedagogical activities. To ensure effective training monitoring, it is necessary to track the learners’ position in the 3D space as well as their progress in the training scenario.
  • Accessibility for users: Since virtual reality is not yet widely used by the general public, this type of application is sometimes the first VR experience for a learner. Therefore, a user may require assistance from the instructor. For example, users may need assistance with hardware setup (properly fitting the headset, configuring the environment, etc.) or with simulation controls (how to move, interact with objects, etc.).

Experiences already very real

Pioneer of Immersive Learning, Audace has already designed several projects of multi-user virtual reality simulations. Here are two examples:

Project “Halle 4.0” – AFTRAL

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In “Halle 4.0,” learners (1 to 3 per session) are immersed in a logistics hall where they play the role of versatile logistics operators. Depending on the scenarios, they either compete against each other or, on the contrary, need to cooperate to accomplish their mission.

Learners can explore various positions such as reception, shipping, order preparation, packaging, and parcel storage and retrieval. They are also trained on best practices for operating carts and safety precautions.

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“Decontamination Pool” Project – Orano

Audace developed a virtual reality simulator at the request of Orano to train operators in nuclear pool decontamination interventions. The simulator includes the possibility for two learners to perform certain decontamination operations in the same environment.

The system allows for training of operators outside of the real context, which is inaccessible for training purposes. In a hyper-realistic immersion, technicians can repeat technical gestures as many times as needed and work on their coordination until they are fully operational.

Conclusion

Research and innovation in metaverse technologies have made it more mature and viable in the field of education and training.

The metaverse offers promising prospects for immersive learning by enabling complete immersion in a collaborative virtual environment. Learners can interact in real time, collaborate, and benefit from a rich and safe learning environment. However, there are still challenges to overcome, including the accessibility of the technology, hardware and software constraints, as well as the evaluation of acquired skills. In the field of professional training, the potential of the metaverse remains immense.

When beauty facilitates learning.

A study conducted by Anne Bamford for UNESCO in 2009 in 40 countries shows that the ideal starting point for learning is when the “WOW” factor has been awakened in learners. By activating multiple senses, the aesthetic experience creates a euphoric state that is conducive to neuroplasticity. The “WOW” factor thus serves as a catalyst for learning.

Aesthetic beauty: a catalyst for learning.

As aesthetics or as a pleasant experience, whether visual, auditory, or sensory, beauty facilitates learning. Attractive and aesthetically pleasing environments or materials generate more interest and motivation in learners, who engage more spontaneously in the learning process.

When something is beautiful or visually appealing, our attention is more easily captured. We are then more likely to focus on the content being presented and absorb the information. A study conducted by Bar and Neta (2006) demonstrated that visually pleasing stimuli were processed more quickly and efficiently than less aesthetically pleasing stimuli. This study suggests that beauty could facilitate information processing and enhance cognitive performance.

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Positive emotions and memorization through beauty

Aesthetics refers to the sense of beauty and emotion. The experience of beauty provokes positive emotions, such as joy, pleasure, satisfaction, … These positive emotions facilitate the assimilation and memorization of information. By associating information with aesthetically pleasing images or designs, it is easier to remember the illustrated concepts or facts. Research in environmental psychology suggests that “enriched” environments (visually attractive and stimulating) enhance cognitive performance and learning. Thus, a study by Killeen, Evans, and Danko (2003) demonstrated that students in enriched classrooms had better performance than those in less attractive classrooms.

From a more pragmatic point of view, “What is well conceived is clearly expressed, and the words to say it come easily,” wrote Nicolas Boileau (1636-1711). Well-designed and aesthetically pleasing elements are often better organized and clearer, which facilitates understanding and assimilation of information.

Complex concepts can be made more accessible through careful and organized presentation. Research in multimedia learning design examines how visual and auditory elements can be used to facilitate learning. For example, Sweller’s cognitive load theory suggests that aesthetically pleasing and well-organized presentation of information can reduce cognitive load, thereby improving understanding and retention.

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Aestheticism for success and engagement

Finally, everyone will recognize that a pleasant learning environment or learning material helps reduce stress and anxiety when faced with a “mountain” of information. Learners naturally feel more comfortable in a calming and aesthetically pleasing environment.

Beauty is, of course, a subjective notion, and what is considered beautiful can vary from person to person. However, in general, the integration of aesthetic and appealing elements in learning promotes engagement, motivation, and the success of learners.

At Audace, we believe that beauty is the minimum we owe to the learner. To achieve this, Audace puts its talents at the service of your talents. Each project receives dedicated attention: an Art Director is assigned to the design of your solution’s interface. According to your preferences, the interface design is aligned with your brand’s graphic charter, your academy’s style, or tailored to fit the storytelling of the learning experience. Our 2D or 3D digital artists then enhance your content, bringing it to life and adding visual richness to support your message. Trained in the top schools such as Rubika and Pôle 3D, our digital artists bring that extra touch of soul to your training programs, making a difference in the overall experience.

Virtual reality (VR) walking experience

Teleportation in virtual reality allows users to move from one location to another in the virtual environment without physically moving in the real space. While teleportation is widely used in VR applications to mitigate potential issues with cyber-sickness or disorientation associated with traditional locomotion methods like walking, it is not realistic and can reduce the quality of user immersion.

To achieve a realistic sense of movement and a perfect sense of immersion, the use of motion tracking devices is necessary. Instead of staying in one place or using the gamepad controls of the headset to move around, room-scale VR allows users to naturally navigate and move within the virtual environment.

Walking in VR: Challenges to Overcome

Walking in virtual reality poses several significant challenges that need to be addressed.

The first and foremost challenge is, of course, the quality of immersion. One of the main goals of VR is indeed to create an immersive experience that gives the impression of truly being in another environment. Non-natural or clumsy ambulation breaks immersion and diminishes the quality of the experience. Ideally, for a truly immersive experience, ambulation in VR should be natural or even mimic the way we move in the real world.

The second challenge is the discrepancy between the visual perception of movement in VR and the potential absence of actual physical movement, which can cause a form of motion sickness. The term “simulator sickness” or “cyber-sickness” is used to describe the symptoms such as nausea, dizziness, and headaches that some people experience when using virtual reality headsets. Several studies have been conducted to understand the mechanisms behind simulator sickness and propose solutions, such as the use of locomotion systems or manipulation of peripheral vision.

Finally, VR locomotion devices need to address issues of security comfort and safety (users may stumble upon real objects, collide with walls or people, etc.); they should be able to fit into a limited space (users need to explore large virtual environments while remaining in a small physical space ) and be available to the largest number (elderly individuals, people with reduced mobility,… ).

Walking in VR: a constant research topic.

For the past decade, researchers and companies worldwide have been working on these challenges to improve walking in VR. Several techniques have been developed, such as:

  • Omnidirectional locomotion systems: They allow users to move in all directions without having to change their physical orientation.
  • Real-walking-based locomotion systems: They allow users to walk in place to navigate through the virtual environment.
  • Position-based locomotion systems: They enable the user to navigate through a virtual reality environment by using body movements captured by position sensors.

Indeed, from an economic standpoint, virtual reality locomotion systems that enable natural and realistic movement within a virtual environment are expected to have a significant impact on the gaming industry and professional training. Yes, it would indeed lead to better acceptance by everyone who wouldn’t have to learn teleportation anymore.

Deambulation – Virtuix omni one

The ORANO Group has been collaborating with the AUDACE teams for 12 years, resulting in the production of more than fifty projects in the nuclear field. Recently, AUDACE has developed a simulator called “JUMPER.” This device offers an intervention experience in the heart of a highly radioactive confined space.

The learner practices “jumping,” intervening, and exiting a steam generator to replace a “vital” component, the tape. They must perform their work according to the expected standard while minimizing their exposure to radiation as much as possible. Very anxiety-inducing, the virtual reality simulation recreates both the feeling of claustrophobia, the manipulation with limited light, and the imperative of speed of execution that the collaborator must demonstrate.

Comparison table of the "pros and cons" of the Virtuix Omni One treadmill

Benefits
Disadvantages
Provides an immersive VR walking experience
Relatively high cost (around 1800€)
Possibility of omnidirectional movement
Bulky and requires dedicated space
Use of special shoes for a better walking sensation
Requires a learning period for optimal use
Ability to sit down and stand up easily thanks to a pivoting platform
Not suitable for individuals with mobility issues
Offers a motion control system for a smoother experience
May lead to muscle fatigue and soreness after prolonged use
Easy to install and use at home

Deambulation – Kat Walk C2

KatVR, a Chinese start-up, based in Hangzhou, offers its locomotion device called “Kat Walk C2.” It is an omnidirectional walking platform that allows users to walk, run, jump, and crouch in virtual reality. The device consists of a circular platform equipped with a safety harness, which is connected to a central support, allowing the user to move freely in all directions. The motion sensors integrated into the platform track the user’s body movements, while the pressure sensors embedded in the surface of the platform record the movements of the user’s feet.

KAT VR is among the winners of the 2023 IF Design Award, an internationally renowned industrial design award. KAT WALK C2 stood out for its creative design and the quality of the immersive experience it offers.

Comparison table of the "pros and cons" of the kat walk c2 treadmill

Benefits
Disadvantages
Omnidirectional walking device, allowing 360-degree freedom of movement.
The harness system can be cumbersome and uncomfortable for some individuals.
The motion platform is lightweight and compact, providing a more immersive experience without taking up too much space.
Requires a learning curve to become familiar with the walking device.
Can be used with accessories such as virtual weapons for more immersive gaming experiences.

Déambulation – Infinadeck experience platform

The California-based company Infinadeck has created its “Infinadeck Experience Platform,” an omnidirectional walking system that allows users to walk in all directions without leaving the platform. The system consists of a walking platform equipped with freely moving treadmills, as well as a harness that allows the user to walk or run in any direction safely.

Comparison table of the "pros and cons" of the infinadeck expérience platform treadmill

Benefits
Disadvantages
Unlimited freedom of movement in all directions is possible without any limitations.
Unlimited freedom of movement in all directions is possible without any limitations.
Robust design for intensive use in enterprise settings.
Significant space requirement, requiring a dedicated area for installation.
Highly precise position and direction detection system.
Limited to basic locomotion movements, without the ability to run or jump.
Customization options available to meet the user’s specific needs.
Requires some time for beginners to adapt.
Intuitive user interface for easy movement control.

Déambulation – virtualizer elite 2

The Virtualizer ELITE 2 is a virtual reality walking device based on real walking, manufactured by the Austrian company Cyberith. The Virtualizer ELITE 2 allows for complete freedom of movement: users can move in all directions by walking, running, or jumping. The device is equipped with sensors that track the movements of the user’s feet and transmit the data to a computer to synchronize them in the virtual environment.

Comparison table of the "pros and cons" of the virtualizer elite 2 treadmill

Benefits
Disadvantages
It uses natural walking as the movement system, providing a more realistic immersion in the virtual environment.
Requires a fairly large space for use.
Supports both virtual reality and augmented reality.
Fairly bulky and challenging to store.
Features motion sensors to track body and feet movements.
Higher price (+€4000)
Allows for walking in all directions, offering great freedom of movement.
May require a learning period to get used to walking on the walking platform.
Provides handles for balance and stability, ensuring the safety of the user, and has a removable seat for added comfort during extended sessions.
Wearing the harness can be uncomfortable for some users.

Deambulation – cybershoes

Launched in 2018 through a crowdfunding campaign on Kickstarter, Cybershoes, a virtual reality accessory by the Austrian startup of the same name, are devices for walking-based locomotion in virtual reality. Users wear the Cybershoes (a type of overshoe) on their feet and then sit on a chair and slide their feet on the ground as if they were walking. The shoes are equipped with motion sensors that record direction and speed, and this information is transmitted to the computer to synchronize the movement of the virtual character.

Comparison table of the "pros and cons" of the cybershoes

Benefits
Disadvantages
A compact and lightweight design makes it easy to use and store.
A limited walking system that does not allow for omnidirectional movement.
An affordable approach compared to other locomotion systems, with a purchase price of approximately €350.
Requires a chair or stool for sitting.
Compatibility with most virtual reality headsets.
Continuous foot movement can eventually lead to user fatigue.
A smooth and precise movement system that utilizes the user’s natural walking motion.
Requires a special mat to protect the floors and the user’s shoes.
An immersive and realistic gaming experience that allows users to truly feel present in the virtual world.

Deambulation – stridervr

The StriderVR is a device for real-walking-based locomotion developed by researchers from Düsseldorf. It enables walking, running, jumping, and crouching in a virtual reality experience. It utilizes a circular treadmill, a safety harness, and motion sensors to enable full immersion for the player. The player’s movements are captured by motion sensors placed on the harness and translated into the game.

Comparison table of the "pros and cons" of the stridervr treadmill

Benefits
Disadvantages
The StriderVR is based on real walking, which allows for an immersive and realistic experience.
The StriderVR is relatively expensive compared to other locomotion devices, which can be a deterrent for potential users (approximately €2250 in 2021).
It uses a system of sensors to track the user’s body movements and translate them into in-game movements, providing a high level of movement accuracy.
The device requires a dedicated and sufficiently large play area for users to move freely, which can be a challenge for some users.
It is compatible with a wide variety of games and platforms.
As it is based on real walking, the StriderVR can be tiring for users who are not accustomed to walking for long periods of time.
The StriderVR is easy to assemble and use, with an intuitive user interface for adjusting settings and calibrations.
The device may not be suitable for individuals with mobility issues or disabilities, as it requires a certain level of agility and physical fitness.
The device is compact and portable, allowing for easy storage when not in use.
Some users have reported stability and slipping issues when using the StriderVR, especially on slippery surfaces.

The Audace experience: the Kat Walk Mini for “Bridgestone”.

Bridgestone approached Audace to design an innovative virtual reality device: a tire manufacturing simulator. This device offers several advantages such as a training in technical skills for assembly line operators prior to their start of work without impacting their productivity, optimal safety, a progressive and stress-free experience for new employees without industrial experience (career transition or young workers), and the ability to train a more diverse group, including women.

Audace has recreated seven complete machine tools at a 1:1 scale to create a training experience as close to reality as possible. In this fully simulated “digital factory,” learners can practice mastering the necessary technical skills. They only need a virtual reality headset to undergo training. To facilitate their movement within the virtual factory, the device is associated with a walking pad. The KatWalk Mini treadmill was chosen for this purpose.

"Pros & Cons" Comparison Table of the KatWalk Mini Treadmill (reference: Audace)

Benefits
Disadvantages
Assembly of the components to create the device
Use of the manufacturer’s software
Calibration of the system using the provided documentation
Difficulty at the beginning for the movements on it
Quick setup on the development side
Time required to onboard a new learner on the simulator
Quick contact with manufacturers via WhatsApp
Integration of realistic movement into the simulation

Conclusion

Over the past 10 years, virtual reality locomotion has made significant progress. Position-based, real-walk, and omnidirectional-based locomotion devices provide diverse immersive experiences for users. In 2023, brands like Virtuix, Kat Walk, Infinadeck, Cybershoes, and StriderVR offer locomotion devices that adequately cater to the different needs of users. Indeed, the pursuit of optimal immersion is driving rapid advancements in virtual reality locomotion technology, with new innovations and constant improvements being made. Developers are exploring solutions to make the experience more realistic, intuitive, and immersive.

Discovery and familiarization of workshops or factories in VR.

Il est essentiel de préciser que notre propos ne concerne ni la simulation architecturale des travaux neufs, ni la simulation des méthodes industrielles. We will instead focus on an immersive simulation approach, aiming to optimize the overall efficiency of an organization through research and comparison of configurations.

At AUDACE, simulation plays a central role in the field of training engineering. It offers remarkable visual and demonstrative power, simplifying mediation and facilitating the understanding of operating modes, whether it’s a machine or technical gestures. Its use stands out particularly during different pedagogical phases: discovery, practice, confrontation, evaluation.

Formative simulation offers considerable advantages, particularly among operational audiences who appreciate realism and pragmatism. By bridging the gap between theory and practice, it allows for better assimilation of knowledge. Immersed in the faithful reenactment of their work environment, the learner becomes an active participant in their training, moving away from the passive role of a traditional classroom setting. Constant interactions and scene fidelity contribute to enhancing memorization, concentration, and engagement.

La simulation pour découvrir son environnement de travail

VR simulation is a fantastic tool for an initial contact with the real work environment. Whether it’s to facilitate a recruitment session, onboard new employees or temporary workers, or promote internal team versatility.

In virtual reality, one can safely explore an industrial site spanning several thousand square meters within a limited training area. Virtual reconstitution allows one to become familiar with the layout of the workshops, where they can freely move around and start the machines.

THE F2A NETWORK CASE

This type of device is perfectly exemplified by the bottling line simulator developed for the F2A Network (Network of Vocational High Schools in the Agri-food Industries). It was initiated to address the growing challenges faced by students in accessing production sites for training purposes. Learners can experience the complete bottling process of a juice on a production line, including preparation, configuration, adjustments, and monitoring of production indicators. This way, they are introduced to maintenance interventions as well. Les apprenants étant des étudiants, AUDACE a réalisé des bornes interactives équipées de casques de réalité virtuelle. Each student takes turns wearing the headset while the others observe their actions on the kiosk screen. The trainer, on the other hand, guides and provides commentary.

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DIGITAL TWIN IMAGES OF A PRODUCTION LINE IN A BREWERY – CLIENT: F2A NETWORK (10 PROFESSIONAL HIGH SCHOOLS OF THE NATIONAL EDUCATION)

THE RHOB CASE (ARCELORMITTAL)

ARCELOR MITTAL was opening a new steel production unit dedicated to steel processing, identified under the name RHOB. As the investment required a swift implementation after the completion of construction, it was necessary to simultaneously train the staff in their future work environment and the tools present there, prior to the actual launch. AUDACE carried out a hyper realistic simulation designed in advance of construction and incorporating all efficiency criteria. : topography and circulation within the future site, operation of tools, process principles, first-level intervention, equipment management, compliance with standards, protocols, and safety.

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Simulation for practice and training.

Repetition is always virtuous in pedagogy, provided that it brings together factors of realism conducive to faithful practice. Workshops are rarely conducive environments for training. Dangers, noise, machinery, and vehicle traffic limit trainers’ ability to initiate young operators in workshops. For these novices, simulation is the concrete solution that meets the expectations of hands-on practice and manipulation.

Simulation is undeniably ideal for repeating gestures as many times as necessary and thus making them safe and precise. It also makes sense to use simulation for preparing rare operations that involve a high level of risk. It allows for improving performance and versatility according to expected standards, maintaining one’s workstation, and dealing with complex breakdown situations.

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Simulation for confronting risks.

Risky work situations can be divided into two distinct categories:

  • The first category consists of production situations during which employees may be exposed to hazards related to the environment (equipment, energy flows, machinery, etc.). These are fortuitous cases that are typically protected against by work organization and personal protective equipment.
  • The second category consists of operators performing interventions that clearly pose a identified danger to their health. It involves individually and voluntarily exposing oneself in a measured manner to a danger for the sake of collective safety gain. For example, by exposing oneself to the dangers of fire in order to save installations or individuals.

For both categories, simulation will allow the recreation of conditions exposing individuals to risks. The learner will then be able to confront situations that require their vigilance, reasoning, compliance, as well as common sense.

For simulations of interventions in hostile environments (virology, chemistry, radioactivity, etc.), the benefits of simulation are evident. It should be noted that training in hazardous environments is the only true tool for evaluating the operational skills of an operator.

AUDACE has developed numerous simulators for confronting known or unknown risks. Fire extinguishing simulator in virtual reality, industrial risk discovery school in augmented reality, simulation of intervention in a radioactive environment…

ORANO GROUP CASE

The ORANO Group has been collaborating with the AUDACE teams for 12 years, resulting in the production of over fifty projects in the nuclear field. Recently, AUDACE has developed a simulator called “JUMPER.” This device offers an intervention experience in the heart of a highly radioactive confined space.

The learner practices “jumping,” intervening, and exiting a steam generator to replace a “vital” component called the “tape.” The learner must perform their work according to the expected standard while minimizing their exposure to radiation. Very anxiety-inducing, the virtual reality simulation recreates both the feeling of claustrophobia, the manipulation with limited light, and the imperative of execution speed that the collaborator must demonstrate.

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The program measures everything the learner accomplishes and compares it to pre-recorded standards. The learner is thus continuously evaluated through their choices, actions, reaction time, and achievement of scores. The simulation can then compare the learner’s results to the initial expectations.

Depending on the types of simulation, the program can provide immediate feedback on the quality of task performance. A detailed analysis of actions can be provided as an assessment of the immersion experience.

The trainer can also choose to make the experience more challenging by changing the level (beginner, intermediate, expert) or introducing random events. Another solution is to let an AI (Artificial Intelligence) automatically regulate the metrics of the experience based on criteria predefined by the trainer.

The simulation experience can be created solely for the purpose of evaluating a candidate preparing for diploma exams or applying for a job.

BRIDGESTONE CASE

The BRIDGESTONE Group is deploying a tire manufacturing simulator in Europe to accommodate new entrants. Designed by AUDACE, this virtual reality simulator offers a digital twin of the tire mounting machine.

The objective is first to assess the individual’s ability to reproduce a gesture and then execute it at a precise pace. This tool no longer requires the use of a real machine, consumes minimal raw materials, and almost no energy. The program analyzes in detail what the learner accomplishes, allowing the trainer to focus solely on the debriefing phases.

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In all situations requiring repetition, repetitiveness, rarity, or risk, simulation is an operational and competitive solution. Simulation helps solidify knowledge and skills, allowing for training and evaluation of competencies. In a context where the cost of energy and raw materials is skyrocketing, learning on a simulator is an economical and ecological 4.0 solution. A fantastic tool for attracting young people and a formidable tool for continuous improvement for the more experienced individuals.

SNCF E-learning RGPD EXPRESS

Understanding the GDPR (General Data Protection Regulation), its principles, and the obligations and procedures it imposes for compliance can sometimes be challenging.

SNCF has decided to offer its non-legal executive employees an e-learning course to enhance their knowledge on the subject of GDPR and develop the right reflexes when handling personal data. This e-learning course enables them to understand and memorize the fundamentals of the GDPR in order to implement best practices within the Group.

An original e-learning course for a complex regulation

“Imagine yourself traveling on board the RGPD Express train. Samuel, the conductor, asks for your personalized ticket to access your seat. But when you arrive at your seat, your ticket is missing… You alert the conductor, as this could be dramatic! This ticket may contain personal data… But do you actually know what personal data is?…”

To facilitate the understanding of this complex regulation, Audace has proposed an attractive visual universe and storytelling inspired by the crimes of the Orient Express.

The learner becomes a victim of theft. Someone has taken their ticket for the RGPD Express! Under the watchful eye of Samuel, the main character, their learning takes the form of a subtle journey with several stages where they discover all the rules and recommendations outlined by the RGPD before reaching their destination.

To make the training more concrete and enhance its memorization, the story is punctuated with news stories that have occurred in the country, in the form of sensitive case reviews. Quizzes are also offered throughout the e-learning to help learners understand the importance of data loss and the risks involved.

The training consists of a core curriculum (approximately 40 minutes) comprising 6 chapters:

  • Introduction to the RGPD:
  • Définitions et traitement des données à caractère personnel:
  • The actors of the RGPD:
  • The principles to be followed
  • Documenting and proving compliance.
  • Quiz

Seven specific e-learning modules of approximately 20 minutes each are also part of the training.

  • Purchasing function
  • HR function
  • Communication / Marketing function
  • Video surveillance / Video protection function
  • IT Department function
  • On-board staff function

Discover the project in a video.