Serious Games for Enhancing Law Enforcement Agencies (eBook)

Preface 7
Acknowledgements 9
Contents 10
Editor Biography 13
Chapter 1: Introduction: Serious Games for Law Enforcement Agencies 14
1.1 Why Serious Games for Law Enforcement? 14
1.2 Serious Game Examples for Crime Scene Investigations 16
1.3 Serious Game Examples for Training Investigative Interviews 18
1.4 Serious Games for Communication and Collaboration Skills 19
1.5 Training for Terrorism Response 20
1.6 Conclusions 23
References 24
Part I: Foundations 25
Chapter 2: Fundamentals of Serious Games 26
2.1 What Makes a Game a Serious Game? 26
2.1.1 Serious Games for Education 29
2.1.2 Serious Games for Persuasion 29
2.1.3 Serious Games for Health 30
2.2 Theories Behind Serious Games 30
2.2.1 Learning Outcomes 31
2.2.2 Relevant Theories 31
Psychological Theories 32
Learning Theories 32
Relevant Cognitive Theories 33
2.3 Development of a Serious Game from Concept to Creation 34
2.3.1 Game Attributes Supporting Learning in Serious Games 35
2.3.2 Serious Game Design Frameworks 36
2.4 Key Criticisms and Benefits of Serious Games 37
2.4.1 Criticisms 37
2.4.2 Benefits 38
2.5 Serious Games: Notable Case Studies 39
2.5.1 Matari 69200 39
2.5.2 Spent, Game for Change (Urban Ministry of Durham McKinney, 2011) (Freudmann &
2.5.3 Foldit, 43
2.5.4 Start Thinking Soldier (British Army, 2009) 44
2.5.5 BiLAT (Bilateral Negotiation Trainer USC, Institute of Creative Technologies, 2004–2008)
2.5.6 Sea Hero Quest (2014) 46
2.6 Summary 47
References 48
Chapter 3: Virtual Reality Technologies 53
3.1 Introduction 53
3.2 An Overview of VR Technologies 54
3.2.1 Seated or Standing VR Headsets 54
3.2.2 Room-Scale VR Headsets 55
3.2.3 Mobile VR 57
3.2.4 VR Accessories 58
3.2.5 Considerations for Choosing VR Technologies 59
3.3 VR Innovations 60
3.3.1 Pain Therapy 60
3.3.2 Traumatic Experiences and Illnesses 61
3.3.3 Skill Learning 62
3.3.4 Artistic Experiences 63
3.4 VR Development 64
3.4.1 General Principles 64
3.4.2 Basics VR Development Processes and Methodologies 65
3.4.3 Interactions Within Virtual Environments 66
3.5 Challenges of Virtual Reality-Based Serious Games 67
3.5.1 Cybersickness 67
3.5.2 Ethics 69
3.6 Conclusion 71
References 71
Chapter 4: Augmented Reality and Mixed Reality Technologies 74
4.1 Introduction 74
4.2 Current AR Technologies 76
4.2.1 Hardware for AR Technologies 76
AR Overlay Technologies 77
Holographic Technologies 78
4.3 Software for Developing AR Applications 79
4.3.1 Apple ARKit 79
4.3.2 Google ARCore 80
4.3.3 Vuforia 80
4.3.4 Considerations for Selecting Software Platforms 81
4.4 AR Innovation Examples 81
4.4.1 AR in Education 81
AVATAR Partners 82
Japan Airlines 82
Daimler Mercedes-Benz ‘Ask Mercedes’ 83
Military Usage: AITT 83
4.4.2 AR for Marketing 84
Pepsi Max 84
Disney Colouring Book 84
Pizza Hut 85
4.4.3 AR for Improved Situational Awareness 85
Military TAR 85
Vehicles 85
4.5 Current Issues and Limitations of AR 86
4.6 AR Development Processes and Methodologies 87
4.7 Interacting with Wearable Augmented Reality 88
4.8 Choosing Between AR and VR 89
References 90
Chapter 5: Gamification and Simulation 92
5.1 Introduction 92
5.2 Gamification 92
5.2.1 Interface Design 93
5.2.2 Achievement Systems 94
5.2.3 Leader Board Systems 96
5.2.4 Game Mechanics 96
5.2.5 Design Principles 97
5.2.6 Conceptual Models 98
5.2.7 Game Design Methods 99
5.2.8 Gamification Implementation 100
5.3 Simulation 100
5.3.1 Deterministic Simulations 101
5.3.2 Stochastic Simulations 103
5.3.3 Simulations Within Serious Games 103
5.4 Conclusion 105
References 106
Part II: Process 108
Chapter 6: The AUGGMED Serious Game Platform: A Case Study of a Serious Game Development for Law Enforcement 109
6.1 The AUGGMED Concept 109
6.2 The AUGGMED Development Process 112
6.2.1 Piloting the AUGGMED Platform 112
6.3 AUGGMED Core Components 116
6.3.1 Core System 116
6.3.2 Trainer Tools 116
Configuration Interface 117
Real-Time Observation and Intervention Interface 118
Assessment and Evaluation Module 119
6.3.3 Exodus 119
6.3.4 Automated Game Scenario Engine 120
6.3.5 Environments 120
6.3.6 Multimodal Interaction Interfaces 121
6.4 AUGGMED’s Impact – Now and in the Future 122
6.5 Conclusion 123
References 123
Chapter 7: User Requirements Elicitation 124
7.1 Introduction 124
7.2 The Importance of User Requirements Elicitation for Serious Game Development 125
7.3 User Requirements Elicitation Techniques 126
7.3.1 Participant Recruitment 126
7.3.2 Choosing Methodologies 127
7.3.3 Planning 130
7.3.4 Analysis 132
7.3.5 Management 133
7.3.6 Verification 133
7.3.7 Negotiating Requirements 133
7.4 Common Barriers in Requirements Elicitation and Possible Solutions 134
7.5 Conclusion 136
References 136
Chapter 8: Design Processes and Decisions 138
8.1 Introduction 138
8.2 Fidelity 139
8.2.1 Visual Fidelity 140
8.2.2 Auditory Fidelity 142
8.2.3 Interaction Fidelity 143
8.3 CENTRIC Serious Games Design Framework 145
8.3.1 Pedagogical Objectives and Fidelity 147
8.3.2 Game Mechanics and Pedagogical Objectives 148
8.3.3 Fidelity and Game Mechanics 149
8.4 Utilising Co-development Methodologies 149
8.5 Conclusion 150
References 151
Chapter 9: Evaluating Serious Game Trainings 155
9.1 Introduction 155
9.1.1 Why Game and Training Evaluations? 156
9.2 Aspects to Evaluate 156
9.2.1 Evaluation of the Technology Including Training Scenarios 157
Functionality Testing 157
Usability Testing 158
9.2.2 Degree of Training Satisfaction by Participants 159
9.2.3 Impact Assessment 160
Different Levels of Learning Outcomes 160
Training Outcomes Versus On-The-Job Performance 161
Short- Versus Long-Term Effects 163
9.3 Common Evaluation Designs 164
9.3.1 Are There ‘Minimal’ or ‘Optimal’ Setups? 167
9.4 A Training Evaluation Example from the AUGGMED Project 168
9.5 Additional Considerations 171
9.6 Conclusion 173
References 173
Part III: Application Areas and Examples 176
Chapter 10: Serious Games for First Responders 177
10.1 Introduction 177
10.2 Examples of First Responder Serious Game Trainings 180
10.2.1 Fire and Rescue 180
10.2.2 Medical Responders 182
10.2.3 Command Training 184
10.2.4 Virtual Reality Enhancements for Emotional Preparation 186
10.3 Making Use of Collaborative Pedagogy 188
10.4 Conclusion 189
References 190
Chapter 11: ATLAS: Preparing Field Personnel for Crisis Situations 193
11.1 Introduction 193
11.2 The ATLAS Concept 193
11.3 Development of ATLAS 194
11.4 Conclusion 197
References 197
Chapter 12: CyberCentric: Increasing SME and Citizen Resilience Against Cyberattacks 198
12.1 Introduction 198
12.2 An Overview of the Cyber Resilience Landscape 199
12.3 Background to the Development of CyberCentric 200
12.3.1 Iterative Development of CyberCentric Through  a Consecutive Piloting Approach 200
12.4 Concept of CyberCentric 203
12.4.1 Scenarios 204
Information Security Scenario: Business Information Security Breach 206
Malware and Virus Scenario: Botnets 207
12.5 Expected Outcomes for SMEs and Citizen’s Perceptions and Behaviours 209
12.6 Conclusion 210
References 210
Chapter 13: AEsOP: Applied Engagement for Community Participation 212
13.1 The Premise of AEsOP 212
13.2 Background to Community Policing 213
13.3 From Unity to AEsOP 214
13.4 Applied Engagement for Community Participation (AEsOP) 215
13.4.1 Community Policing Scenarios 217
13.4.2 Game Development and Mechanics 218
13.4.3 Underlying Architecture 219
13.4.4 Gameplay 220
13.4.5 Role of the Six Pillars 222
13.4.6 Harnessing Demographic Information 224
13.5 Deployment and Analysis of the Game 224
13.6 Conclusion and Future Work 225
References 226
Index 228