Decision-Making in Crisis Situations : Research and Innovation for Optimal Training.

Cover -- Half-Title Page -- Title Page -- Copyright Page -- Contents -- Introduction -- I.1. References -- 1. Concepts, Tools and Methods for Crisis Management Training -- 1.1. The crisis unit at the heart of the process -- 1.2. Training for crisis units -- 1.3. Simulation of critical situations -- 1.4. The construction of crisis simulation exercises -- 1.5. The simulation and research platform of the Institute of Risk Sciences (IMT Mines Alès) -- 1.6. Conclusion -- 1.7. References -- 2. Towards A Serious Game Within the Frame of Major Crisis Simulations for Decision-makers: How Do We Connect the DOTs? -- 2.1. Introduction -- 2.2. State of the art -- 2.2.1. Teaching strategy -- 2.2.2. Simulation strategy -- 2.2.3. Training environment -- 2.3. Methodology -- 2.3.1. Definition of "Degrees of Training" -- 2.3.2. Connecting the DOTs with a definition of the skills required -- 2.3.3. Skills activation by a crisis scenario -- 2.3.4. Scenario execution through a simulation -- 2.3.5. Simulation execution through a semi-virtual training environment (SVTE) -- 2.3.6. Towards serious gaming in a real infrastructure for crisis management training -- 2.4. Discussion -- 2.5. Conclusion -- 2.6. References -- 3. Improving Crisis Exercises and Managers' Skills through the Development of Scenario Design -- 3.1. What is a pedagogical scenario for a crisis exercise? -- 3.2. Why and for whom the script is crucial? -- 3.2.1. Stakes of scriptwriting for participants -- 3.2.2. Stakes of scriptwriting for animators -- 3.2.3. Stakes of scriptwriting for observers -- 3.3. How can we improve the pedagogical scripting of crisis exercises? -- 3.4. Methodology to develop a crisis exercise scenario -- 3.4.1. Prepare the scriptwriting -- 3.4.2. Better define the objectives to achieve.

3.4.3. Develop the crisis scene and construct the initial spatio-temporal structure of the scenario -- 3.4.4. Insert learning levers to solicit training objectives: the obstacles -- 3.4.5. Insert stimuli to not solicit unselected objectives: support stimuli -- 3.4.6. Adjust the number of stimuli to the level and objectives of the participants -- 3.4.7. Recreate a crisis universe: crisis stimuli -- 3.4.8. Verify and validate the pedagogical scriptwriting -- 3.4.9. Prepare the scenario for animators and observers -- 3.5. Conclusion -- 3.6. References -- 4. Elaboration of Tools to Facilitate the Scenario Development of Crisis Management Training -- 4.1. Introduction -- 4.2. State of the art -- 4.2.1. The limitations encountered -- 4.2.2. Analogy with interactive narratives -- 4.3. Method -- 4.3.1. Facilitation form -- 4.3.2. Management of facilitation data -- 4.4. Results -- 4.4.1. Facilitation form for the technical field team leader -- 4.4.2. The "lockdown" mission's information flow diagram used in a simulation exercise at the communal level -- 4.5. Conclusion and perspectives -- 4.6. References -- 5. How Can We Evaluate the Participants of a Crisis Management Training Exercise? -- 5.1. Introduction -- 5.2. Review -- 5.3. Methodology -- 5.4. Results -- 5.5. Conclusion -- 5.6. References -- 6. Managing the Game Within Crisis Exercises -- 6.1. Introduction -- 6.1.1. The concept of Ludicity: a definition -- 6.2. Key components of Ludicity -- 6.2.1. The span of the game space -- 6.2.2. Magic circle and rabbit hole -- 6.2.3. Characters and persona -- 6.2.4. Game master -- 6.3. Manifestations of Ludicity -- 6.3.1. Engagement and pedagogy -- 6.3.2. Style of play -- 6.4. Managing Ludicity -- 6.4.1. Observing and detecting Ludicity -- 6.4.2. Using Ludicity to augment the simulation -- 6.5. Conclusions -- 6.5.1. Using Ludicity to mend the simulation.

6.5.2. Crisis exercise or crisis simulacrum: does the exercise imitate life or does life imitate the exercise? -- 6.6. References -- 7. Digital Training for Authorities: What is the Best Way to Communicate During a Crisis? -- 7.1. What is a good crisis communication? -- 7.2. Information dissemination -- 7.3. Behavioral communication -- 7.4. Method -- 7.5. Results -- 7.5.1. Situation report -- 7.5.2. Editorial line: normal and crisis times -- 7.5.3. Quality of communication -- 7.5.4. Defining a crisis editorial line -- 7.5.5. Behavior, dissemination orders and crisis storytelling -- 7.6. Summary -- 7.7. Limits -- 7.8. Conclusion -- 7.9. References -- 8. Some Perspectives Moving Forward -- 8.1. Introduction -- 8.2. Understanding what is played out in a crisis unit -- 8.2.1. From the observation and debriefing point of view -- 8.2.2. From the physiological and behavioral point of view -- 8.3. Developing new methods to improve learner immersion -- 8.3.1. Getting closer to reality, or modifying it -- 8.3.2. Encouraging learner engagement -- 8.3.3. Developing credible, pedagogical and interactive exercise scenarios -- 8.4. Implementing innovative complementary tools -- 8.5. Conclusion -- 8.6. References -- List of Authors -- Index -- Other titles from iSTE in Information Systems, Web and Pervasive Computing -- EULA.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.