Summary 138 objective performance feedback, instructors should ensure that the information presented relates to the content that trainees are to learn during the VR training. Taken together, Chapter 4 and Chapter 5 provide insight into the application of VR training for police practice. It is shown that enhancing the level of representativeness of VR training is different from real-life training. In VR, the cognitive load is already at a high level due to the newness of the VR technology. When adding a multi-sensory feature such as a pain stimulus — which, in real-life training, has been shown to elicit on-duty-like responses — the high levels of cognitive load in VR have to be considered. Similarly, when utilizing VR-specific tools such as the After-Action Review, activating features that do not align with the training objective may not enhance learning efficacy. Thus, when applying VR as a training tool for police training, the use of features (e.g., pain stimulus, after-action review features) should align closely with the training objective. Conclusively, the chapters highlight considerations and evidence-based guidelines for implementing and applying VR to existing police training. In this way, this thesis contributes to the advancement and innovation of police training practices.
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