Changing Perspectives: Enhancing Learning Efficacy with the After-Action Review in Virtual Reality Training for Police 5 105 police officers with relevant information about their behaviors and performance during the VR training scenario that is not routinely available to them on duty or in normal practice and would thus enhance learning efficacy. Addressing the first hypothesis, we found that the learning efficacy of police officers was significantly greater when using the combination of bird’s eye view and suspect perspective compared to bird’s eye view alone. We therefore infer that viewing one’s performance from the suspect perspective — a perspective that police officers seldomly have access to — provides officers with new information about their performance and behavior and thus enhances learning efficacy. In addition, we found that learning efficacy of police officers did not significantly differ when they reviewed their performance using the combination of bird’s eye view and police officer perspective and the combination of bird’s eye view and suspect perspective, implying that both distinctive perspectives appear to provide officers with information that supports their learning efficacy. Note, however, that the difference in learning efficacy of officers receiving the bird’s eye view and officer perspective and bird’s eye view alone did not reach significance, presumably due to high standard deviations. Nonetheless, we argue that reviewing performance from the suspect perspective and possibly the officer perspective appears to provide more detailed information on individual behaviors than bird’s eye view alone. In the bird’s eye view, police officers can obtain movement-specific information on a group level (which may provide valuable feedback on the training objective of tactical movements). Using distinctive perspectives (i.e., suspect and possibly officer) provides more detailed information related to the other training objectives (i.e., de-escalation techniques and communication skills). The combination of bird’s eye view and distinctive perspectives seems to provide visual feedback that gives detailed information covering all three training objectives. Receiving detailed feedback from multiple perspectives appears to be more beneficial for learning efficacy (Fukkink et al., 2011; Guadagnoli et al., 2002). In addition, receiving feedback on an individual level is more personal and confronts the trainee directly, allowing the trainee to have a more active and engaged role in their learning process (Chan & Lam, 2010). In comparison, the bird’s eye view invites feedback on a team level. Conclusively, police officers who have received a combination of bird’s eye view and a distinctive perspective have received feedback on an individual and team level, providing a broader range of relevant performance feedback and addressing personal efficacy directly. This appears particularly pertinent when utilizing the suspect perspective since police officers receive novel information about the impact of their behavior. Thus, hypothesis 1 is supported by our data: reviewing the training performance from the AAR perspective bird’s eye view in combination with suspect perspective enhances learning efficacy of police officers.
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