NCJ Number
222265
Journal
Law Enforcement Technology Volume: 35 Issue: 3 Dated: March 2008 Pages: 10,12,14,16
Date Published
March 2008
Length
4 pages
Annotation
This article explains the advantages and limitations of using video games in simulating real-life situations in which police officers must learn situational awareness and practice in decisionmaking.
Abstract
Although the player of a video game is not involved in significant physical movements and the development of physical skills, other than perhaps eye-hand coordination and quick but restricted hand/finger movements, the committed player becomes absorbed in the game both visually and mentally. Video games are "interactive," as the user makes decisions posed by the game's scenarios. They are "immersive," in that the mind and many of the senses of the player are experiencing and responding to scenarios in which the player becomes a mental, sensual, and emotional participant. Video games are also "engaging," in that the game player with the identity of a trainee is aware that he/she is developing mental and decisionmaking skills that will lead to better performance in the field. In using video games as simulation training exercises, instructors must determine what learning objectives are to be achieved through the games selected or developed. Further, the trainee must be monitored in the course of playing the game in order to determine whether he/she is achieving the learning objectives. In the case of competitive games that involve an opponent, the instructor should play against trainees in order to reinforce the learning objectives.