Models for Adaptative feedback enriChment and Orchestration based virtual realitY in Critical situations – MacCoy Critical

Based on an architecture that can accommodate the simulators, software agents will (1) capture and process the information underlying the anticipation and decision making by the learner; (2) dynamically adapt the complexity and criticality of the simulated situation and (3) facilitate the provision of adapted feedback to the learner.
The collected indicators are defined from the reification of factors and observable identified during field investigations of targeted critical situations and non-technical skills (e.g Situational Awareness, Decision Making, Communication, Teamwork ; Leadership, Stress Management, Fatigue Management) among those identified.
The dynamic adaptation is based on a diagnostic module using the pedagogical knowledge specific to each area, and on the generation of various feedback (extra-diagétique, intra-diagétique) including changing the scenario. This adaptation takes into account the current and previous activity of the learner as well as the situational criticality using several dimensions: (1) ambiguity, dilemma inherent in the situation; (2) unpredictability, uncertainty, frequency; (3) Gravity; (4) social cognitive load; (5) New; (6) Mastery.

The project involves the implementation and evaluation of a demonstrator of architecture and software components through scenarios in both subject areas (medicine and driving) with the two existing simulators.

Perspectives deal with the valuation of the models and architecture to dynamically adapt the scenario in the simulator depending on a set of learner data (historic and actions on a number of sessions, learner profile, traces of activities), on variables of the situation and on rules (educational and didactic).

Benabbou, A., Lourdeaux, D., Lenne, D. Dynamic generation of dilemma-based situations in virtual environments. ITS 2016: International Conference on Intelligent Tutoring Systems. Zagreb, Croatia, 6-10 June, 2016.

Bourrier Y., Jambon F., Garbay C. and Luengo V. An approach to the TEL teaching of non-technical skills from the perspective of an-ill defined problem EC-TEL 2016, Lyon France, 13-16 september 2016.

Corneloup, V. & Burkhardt, J.-M.(2016) An exploratory study of higher order driving skills and difficult situations experienced by novice drivers during their first months of driving to develop simulation-based training. European Conference on Cognitive Ergonomics, Nottingham september 2016.

Job, A., Cabon, P., Pasquié, P., Tesniere, A. Management of Dilemma under Sleep Deprivation in Anesthesiology Residents: a Simulation-Based Study. Proceedings 19th Triennial Congress of the IEA, Melbourne 9-14 August 2015

Job, A , Neuschwander, A., Tesnière, A., Delgoulet, C., Cabon, P. Management of dilemma under sleep deprivation in anesthesiology residents and the impact on mobilization of skills: a simulation based study. Healthcare Systems Ergonomics and Patient safety conference 5-7 October 2016, Toulouse, France

Senac de Monsembernard, C., Chung, A. Job, A., Tesnière, A. Cabon, P., Delgoulet, C. How medical staff is trained to manage critical situations? Exploratory work on the mobilization of non technical dimension of skills in simulation-based medical training Healthcare Systems Ergonomics and Patient safety conference 5-7 October 2016, Toulouse, France

Project McCoy Critical focuses on building skills to manage critical situations in two safety-critical areas, medicine and automotive driving. Critical situations refer to complex dynamic risk situations where both internal ( skills, fatigue , etc... ) and external factors to the individual (the environment, other involved actors, etc... ) deviate from the situations controlled by the subject on the basis of rules and procedures acquired during the initial stages of learning. The management of these situations require not only technical and procedural skills . They also mobilize a set of soft skills (e.g. communication, leadership, situational awareness , ... ). These skills will be studied and modeled during the course of the project in order to support the development of adaptive, simulated situations that are effective for elaborating non-technical skills. Project McCoy Critical aims to develop and evaluate a training platform for critical situations, supported by a simulator involving the management of a dynamic environment. Software agents will (1) receive and process information underpinning anticipation and decision making in the learner ; (2) dynamically adapt the complexity and criticality of the situation and (3) enable feedback to trainees. The project aims to (a) provide better knowledge of the soft skills related to the management of critical situations and (b) develop the tools to design simulation environments and virtual reality environments that are conducive to learning. To promote more generic tools, the project is working on two areas of learning (medicine , driving) .
In order to achieve these goals, project McCoy Critical relies on a multidisciplinary consortium and multiple domains of expertise (Ergonomics , Psychology, Computer Science, Virtual Reality , medical training , training for driving... ), and several proven experience of successful collaboration between different partners. A SME specialized in medical simulations is associated to the project, in order to promote value creation from the project’s results.