Changing Perspectives: Enhancing Learning Efficacy with the After-Action Review in Virtual Reality Training for Police 5 97 Reviewing one’s performance from a perspective where one can see themselves act improves learning (Fukkink et al., 2011; Guadagnoli et al., 2002). Because police officers are able to review their performance from the perspective of the suspect, they are able to see how effective their performance and behaviors are from the perspective of the person they engage. They seldomly have access to the suspect perspective — as compared to their own perspective, from which they view, albeit normally not review, their actions on duty and in training all the time —, and therefore we expect most ‘added value’ to learning from the suspect perspective. To investigate whether reviewing one’s performance from the suspect or officer perspective during engagements with suspects influences the learning efficacy, we used the bird’s eye view only throughout the entire training scenario as a control condition. • Our second hypothesis states that using the line of fire of the weapon during the AAR review enhances learning efficacy compared to not using the line of fire. The line of fire provides important performance feedback on the handling of the service weapon and thus informs police officers on how well they used their service weapon. For instance, reviewing the VR scenario with the line of fire, officers can see if or when they flag (i.e., point their weapon at something they should not) a bystander or colleague. In addition, particularly when performing in a team, police officers can see how well they cover each other with their line of fire when they make contact with a suspect. This objective feedback on flagging is not routinely available to officers; thus, having this information available during the AAR is expected to be of added value for police officers. Investigating the effectiveness of the various AAR features on the learning efficacy of police officers may improve the development and implementation of VR training for police agencies. VR providers can utilize and implement perspectives and features that enhance learning efficacy in their technical developments and provide VR training tools that benefit learning. Moreover, knowing which perspectives and features provide the highest learning efficacy, police agencies can utilize these in their feedback procedure and provide targeted performance feedback. Therefore, this research aims to enhance development and delivery of virtual training in the police sector. METHODS Participants 413 police officers of the City Police Zurich, Switzerland (Stadtpolizei Zürich) (342 male, 66 female, and 5 other; M age = 37.54, SD = 8.96) participated in this study. The participants’ experience on the job ranged from 2 to 37 years (M years = 11.50 years, SD = 8.50). Participants
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