Epilogue 6 117 • enables instructors and trainees to review the training performance from a variety of perspectives such as the bird’s view, suspect perspective, or police officer perspective; • offers various objective performance indicators such as a line of fire, snail trails, and locations of shots fired. Theoretical Implications The studies in this thesis provide evidence-based insights into the implementation and application of VR training in police practice. The design of the studies and the interpretation of its results were based on theoretical foundations, particularly focusing on the integrated model of perceptualmotor performance and anxiety (Nieuwenhuys & Oudejans, 2012, 2017), representative learning design (Davids et al., 2013), and cognitive load theory (Van Merrienboer & Sweller, 2005; Mugford et al., 2013). In line with the epistemology of this thesis (see Introduction: “Epistemology of the Author and this Thesis”), practice should inform theory and theory should inform practice. Therefore, this section comprises the theoretical implications of the findings of this thesis. Findings of Chapter 3, Chapter 4, and Chapter 5 show that police officers experience virtual reality training differently compared to real-life training. Based on the integrated model of perceptual-motor performance and anxiety (Nieuwenhuys & Oudejans, 2012, 2017), human factors play a central role for the onset of anxiety, the investment of extra mental effort, and the resulting attentional processes. Chapter 3 has demonstrated that, in VR, additional factors have to be considered to encompass the experience of perceived stress and the investment of mental effort. Thus, when applying the integrated model of perceptualmotor performance and anxiety in the context of VR, this thesis showed that additional human factors, particularly gaming frequency, and the experience of negative effects in VR need to be considered when using the model to make inferences about perceived stress and anxiety for VR training. Moreover, according to the model, attentional changes due to anxiety can be mitigated by investing mental effort. To apply the model to VR training, it may need to be adapted to distinguish between mental effort invested to navigate the VR environment and mental effort invested to mitigate stimulus-driven attentional processes evoked by anxiety (Kleygrewe, Hutter, Koedijk, et al., 2023). Scenario-based police training, whether in real-life or in VR, should aim to provide representative training contexts. When applying a representative learning design to VR, instructors can readily vary the constraints of the virtual environment to create a realistic performance context (Davids et al., 2013). For instance, scenarios can be designed to include various numbers of NPCs, the physical attributes of NPCs can be changed, lighting and other external conditions can be varied
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