Changing Perspectives: Enhancing Learning Efficacy with the After-Action Review in Virtual Reality Training for Police 5 103 the VR training was completed, participants took off the VR gear and received the AAR of their training performance in their teams of four. The police instructor who steered the training scenario provided the AAR. Instructors were equipped with points of references for the AAR feedback. The points of reference related to the three training objectives of tactical procedures and movements, training of de-escalation techniques, and training of communication skills Once completed, participants filled in the learning efficacy questionnaire using iPads. Statistical Analysis A two-way ANOVA was conducted on the influence of two VR AAR features (AAR perspective, AAR line of fire) on learning efficacy. AAR perspective included three levels (bird’s eye & police officer, bird’s eye & suspect, bird’s eye) and AAR line of fire consisted of two levels (line of fire off, on). Where appropriate, post hoc pairwise comparisons were conducted with Bonferroniadjusted p-values and 95% confidence intervals. P-values < 0.05 were considered statistically significant. Partial eta squared (ηp2) was calculated as an estimate for effect size. A value of ηp2 = 0.01 indicated a small effect size, a value of ηp2 = 0.06 indicated a medium effect size and value of ηp2 = 0.14 indicated a large effect size (Cohen, 1969). The statistical analysis was performed using IBM SPSS, version 27. RESULTS Descriptive statistics of learning efficacy of all groups are reported in Table 5.1. The two-way ANOVA revealed a statistically significant main effect of AAR perspective on learning efficacy, F(2, 407) = 4.284, p = .014, partial η2 = .021. Pairwise comparisons on AAR perspective revealed a statistically significant difference between bird’s eye view & suspect perspective and bird’s eye view alone, p = .013, 95% CI [.030, .343], mean difference on learning efficacy = .186. There was no statistically significant difference between bird’s eye view & police officer perspective and bird’s eye view & suspect perspective, p = 1.000, 95% CI [-.197, .100], mean difference on learning efficacy = -.049. Similarly, the difference between bird’s eye view & police officer perspective and bird’s eye view alone did not reach significance, p = .112, 95% CI [-.021, .296], mean difference on learning efficacy = .137. There was no statistically significant main effect of line of fire on learning efficacy, F(1, 407) = .026, p = .871, partial η2 = .000, nor a significant interaction between AAR perspective and AAR line of fire, F(2, 407) = 0.387, p = .679, partial η2 = .002. For a graphical output, see Figure 3.
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