Immersive Factory conducted a survey of hundreds of HSE managers. Its aim is to identify and explain the changes brought about by the Covid-19 health crisis in the organisation of companies on their HSE strategy.

HSE, already at the heart of corporate strategy before the crisis, will become a major element in crisis management, and then in the implementation of the new normal for the health and safety of its employees.


Safety days to be reconsidered 

Safety days are a major asset in raising awareness and prevention within the company or organisation. 

80% of the respondents to our study organised at least one safety day per year before the health crisis. 

Even if the health crisis has an impact on the organisation of the company and its events, HSE managers do not intend to reduce the frequency of their safety days 86% will maintain their safety days this year.

Moreover, nearly 30% of them wish to change the formula of their safety day. Indeed, this type of event needs to be rethought to adapt to health measures.

Safety days are still very important in the prevention strategy of companies and organisations. 


Management of distance learning

Nearly 80% of the respondents conducted distance learning during lockdown, underlining the company's willingness and necessity to continue training as best as possible, even in times of crisis, and even at distance.

However, feedback on the effectiveness of the training courses over this period was mixed. 48.7% of these training courses were judged to be effective, or even very effective, but almost 50% of them were not considered sufficiently effective. By contrast, 63% of training plans in the pre-crisis period (early 2020 and before) were considered effective or even very effective. Almost a third of respondents did not find their training plans sufficiently effective, while half of them thought this during containment.

The willingness feedback from these training courses can be explained by the training methods used during the containment, there was an explosion of PowerPoint/booklet training compared to before the crisis: 58.3% compared to 37.1%.


Transforming training

In light of the possible limitations of traditional training plans, which have been highlighted by the Covid-19 crisis, 62.3% of respondents are in favour, or even very much in favour, of changing the types of training they organise. 71.4% would like to test new forms of immersive training allowing them to bring their teams together at distance. This is in line with the need to digitalise training courses for greater performance.  

In order to adapt training to the challenges raised by the post-Covid-19 world, only 17% of those surveyed were interested in face-to-face training, compared with 97.1% who were interested in organising face-to-face training before the health crisis. 

HSE courses need to adjust and rethink their traditional types of training. Virtual reality training is seen as a solution adapted to health measures by 68.2% of respondents; 34.3% for augmented reality training.

The context of the Covid-19 crisis will amplify the digitisation of training courses, thus responding both to a demand for health protection and, above all, for greater efficiency of training courses through digital technology. 


The rising place of HSE in the company's strategy

For more than 90% of respondents, the place of HSE training in the company's overall strategy before the Covid-19 crisis was important, even very important. In their company's new strategy to respond to the crisis in the short and long term, 75.1% of them say that the place of HSE training in the company's overall strategy will become important, even very important.

During lockdown, 77% of the HSE managers were under more pressure than normal. This also places the HSE function as an element of crisis resolution and management. This demonstrates, once again, a willingness to continue training and to transform it to meet a need both in terms of taking into account new HSE standards, and in terms of target (wider, including all company employees, subcontractors, visitors, etc.).

They also believe that their teams are motivated, 69.4% of them even highly motivated, to now pursue HSE training.

Other articles in the category "Innovation"

November 25, 2020
A virtual EHS platform

Immersive Factory has launched an innovative platform dedicated to training, animations and events organisation in the HSE (Health, Safety, Environment) field. Entirely digitized, this platform and its contents aim at democratizing the access to training exercises by making them available online to all users of PC, mobile phone, virtual reality headset, Windows tablet, and soon available Mac version. One of the strong points of the platform is its adaptability to smaller companies to facilitate access to EHS training for a great number of people, simply by means of a monthly subscription.  Several options are available: Free access: eSafety Day  The virtual campus: eSafety Campus The fully customizable campus: eSafety University The devices are: VR Focus, Focus +, VR PC helmets.  Virtualising your security days to improve performance  Immersive Factory offers tools for evaluation, follow-up and motivation of the participants to ensure the success of the training and awareness operations, and to encourage the teams to improve their behaviour on site . The platform offers a time saving to the learner who connects from wherever he or she wishes, with any type of support, and regularly self-assesses himself or herself throughout the subscription period to improve his or her skills . Evaluation and monitoring by the EHS manager or trainer enables the course to be readjusted and points for improvement to be identified. Fully controlled by the trainer, the immersive experience can be personalised with, among other things, the integration of its own training modules ( as part of a safety day or an event ) and the adaptation of reports to measure the return on investment. To discover it for free, create your account now > Safety is everyone's business With over 5 years of expertise in the field of health, safety and the environment, the exercises proposed are now adapted to more varied activities (challenges, quizzes, simulations, etc.) to make the training accessible to the greatest number of people and thus contribute to reducing accidents. New training modules are currently being produced to add to the 50 modules already available. The flagship products are: hunting down risks in warehouses; health, safety and environmental awareness; working at heights; driving behaviour; and domestic risks, which each of us can test to improve our everyday actions!  The training and animation experience offered by this new platform is stimulating thanks to the many additions linked to its 3D simulation technology . The universe in which users evolve has been designed to make the experience playful and educational , so we use Ludo Pedagogy to encourage the participation and commitment of participants.  Find out what Ludo Pedagogy is here By creating your virtual campus on the Immersive factory platform, you simplify the provision of training contents and can create as many events as you want!  Live a positive and unique work experience  All users have an avatar that is free to create and who will accompany them in the immersive universe. Being a collaborative immersive world, avatar-users can communicate and interact with each other through chats or by talking directly in rooms or welcoming places such as the living room, patio, garden etc. Meeting rooms are available for direct communication between collaborators. The platform has other features that act on the collaboration and participation of users, such as a conference room for presentations to a large number of collaborators, a cinema room, quizzes and challenges, etc. Let's try it together!  

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November 9, 2020
Ludo Pedagogy – Why use it?

Definition of Ludo Pedagogy Ludo Pedagogy is a pedagogical method that uses games or serious games. The simple fact of using games or serious games into a pedagogy, inscribes us in edutainment. Let us specify, however, that there are several ways of using games in a pedagogical framework. Thus for Yvan Hochet, we can teach "with", "by", "about" and "around" the game (Hochet, 2013). In a modern edutainment approach, the challenge is to teach "with a game" and less "by a game". The nuance being that in the case of "teaching by a game", we are in the idea of using a game as a pretext: "if you do your exercise well, you will be able to play a game". Whereas when we try to teach "with a game", we use the game as a true mediation: we use the game to illustrate what is being said, to make people live a concrete experience, to contextualize a concept... The game is not an accessory in this edutainment approach, it is central. It is therefore the method "with a game" that we are considering for the rest of our paper. Why would you want to use games in training?   There are many reasons. In a non-exhaustive manner, we can cite the following advantages:   -        Motivation: play is a motivational lever. The main idea is to achieve utility objectives. A comparison of motivations related to play and training shows strong theoretical correspondences [1]. In practical terms, the DANT project [2] carried out in Italy during 4 years with 10,000 pupils and 1,000 primary and secondary teachers, revealed that pupils who had used digital games during their school year had obtained better results in the final tests to assess their knowledge: around 2 points more on average for mathematics and 3.5 points more in Italian matter.  Almost a third of the teachers who participated in this study reported a significant increase in the motivation of these students. In addition, almost 30% of the students who used these digital games in the classroom also used them at home, the titles being freely accessible on the Internet. -        Learning by trial and error : most games and serious games are based on a learning by trial and error principle: the learner mentally builds a "hypothesis" and tests it while playing. The interest of the approach lies in the possibility of letting the learner make mistakes to realize the consequences which result from it and also to allow him to adapt the learning strategy according to different situations. The learner must thus refine his(her) hypothesis until (s)he finds the solution which makes it possible to "win" .   -        Educational differentiation : the use of play can help the trainer to take into account the differences in learning pace between learners of the same group. Each one can progress in the game at it own pace: a trainer who will need to repeat a sequence fifteen times before understanding the solution will be able to do so without fear of being judged negatively by his peers; while a learner who succeeds after two tries will no longer be frustrated at having to wait for his colleagues: time can be devoted to exploring the game in depth or helping those who encounter difficulties.   -        Stimulating educational interactions between learners: serious games are used to stimulate educational interactions between learners, like some multiplayer games. Learners can also be invited to play on the same machine side by side to stimulate interactions: give each other advice, point out information that seems important, find strategies together to win, etc.   -        Offer concrete representations: It is difficult for some learners to assimilate some kind of concepts because they are too abstract (mathematical formulas, theoretical approaches, etc.). Problems proposing to calculate the speed of filling baths or the time at which trains cross seem very far from our daily life. In addition, it is not easy to represent mentally the water flows according to stated flow rates or the speed of trains over an entire route. Some games and serious games offer the advantage of giving concrete and animated representations of such abstract notions.   Of course, we can also point out limits to the use of play as an educational method:   -        Poor quality games: some games or serious games can be of very variable quality depending on the skills and intentions of their developers. However, it is difficult to judge the educational potential of a game or a serious game in an absolute way: some trainers will see in bad titles educational interests to establish their remarks or propose a study of cases. -        The importance of debriefing: according to experiments carried out by Jacob Habgood [3], the same game is much more effective for acquiring knowledge if the trainer proposes a collective "debriefing" with its learners after the play session. -        Des contraintes matérielles et logistiques: it is important to measure upstream the logistical implication that the use of digital games in training can represent beyond the work of a trainer: availability of computers or peripherals that could run correctly digital games. The quality of the Internet connection is also a parameter to take into account. -        A negative representation of video games: when they come in a digital form, serious games undoubtedly suffer from the negative image that taints the video game. The media and parents often denounce the violence of certain types of games such as First Person Shooter (FPS) games in particular. This is a complex subject. Print media, film, radio, television, rock’n’roll, comics, and the Internet have also been the target of sustained criticism before being appropriated by society. For some researchers, the hostile reactions towards the video game are the sign that it is going to settle in a durable way in our society. But in this context, making use of digital games in training can slow down some trainers.   -        Ideological obstacles: trainers could evoke many obstacles to the use of games or serious games:  o training programs too busy to allow the testing of new pedagogical approaches; o fear of the opinion of colleagues, management, or even the learners themselves; o fear of having to change their role: moving from a traditional pedagogical approach to a more active form; o lack of equipment or resources; o low remuneration with regarding the work to provide; o lack of interest to play or the supposed incompatibility of using games with their training; o ignorance of the computer tool or a lack of information about serious games; o fear of introducing values ​​that are not compatible with those of the training center (playing at work, learning associated with entertainment, effortless learning ...); o fear of losing control of training or technology or of showing a lack of videoludic or technological knowledge face to learners; o strong constraints from the training center or the institution: lack of understanding, resources and means, adapted training, support; o risks encountering resistance among the learners themselves or causing only their boredom ...   The advantages and limits associated with ludo pedagogy are therefore multiple. The development of educational methods therefore requires various skills to deal with these different parameters. If we can manage with all of these elements… How can we build our educational sequence? To do this, it is appropriate to structure the ludo pedagogical sequence in three phases, as Nicole Tremblay teaches us with her "three pedagogical phases" (Tremblay, 2007, pp.102-104). In concrete terms, as Julian Alvarez explains (Alvarez, 2019, p. 225):   "Upstream of the pedagogical situation": to prepare the ground by giving meaning to learning on behalf of the learner. "During the pedagogical situation": to motivate the learner, to give him confidence, and to distance himself from the situation. "After the pedagogical situation": debrief the activity.   A review of these three phases shows that the trainer must take on different roles. He/she will thus be in turn facilitator, coach, mediator, teacher, possibly pedagogue and sometimes even master of the game. At the same time, it should always be borne in mind that the learners will interpret the proposed gaming activity and the associated messages according to their own cultural references, their history, the issues associated with the training, being alone or in a group, their mood at the time, etc. For this reason, the debriefing that follows the play is strategic. It will allow the trainer to try to refocus the learners' interpretations on the pedagogical objectives targeted. In order to do this, the trainer must question the various learners. This can take the form of the following four key questions:   What did you feel? What do you think you learned? Do you think you will use this learning in your daily life or professionally? What could you suggest to improve this sequence of Immersive Learning?   These four questions are not exhaustive, but are an example of a debriefing that can be proposed for a serious play activity. Their objective is to first evacuate the excitement or anxiety linked to the gaming activity and then to distance oneself from the learning addressed, reinforced or acquired as well as the mobilized know-how. Once this distance has been established, it is clear that play is no longer appropriate. We enter into a didactic exchange or even a debate that allows the trainer to orient his learners towards his pedagogical objectives. It is at this stage that it is appropriate for the trainer to reduce as much as possible the interpretations which would be too far from the targeted pedagogical messages. Once this stage has been completed, it is interesting to check whether a transposition between the proposed game activity and concrete applications in the everyday world is conceivable. Finally, as ludo pedagogy is an iterative approach, it is important for the trainer to gather information from the learners that could improve the proposed activity for the next time. Ludo Pedagogy is thus a method that aims to transform the learners, but at the same time, the trainer and the game system can be transformed as well. Written by Julian Alvarez Phd / HDR in Communication & Information Sciences - Specialized in Ludopedagogy & Gamification ALVAREZ, J. (2019), Design des dispositifs et expériences de jeu sérieux, HDR, Université Polytechnique des Hauts-de-France, pp.184-188, HABGOOD, J. (2007),  The effective integration of digital games and learning content, PhD Thesis, England : University of Nottingham HOCHET, Y. (2013). « Evaluer le Serious Gaming : L’expérience autour de Sim City », evirtuoses 2013, VALENCIENNES, (FRANCE). TREMBLAY, N. (2007). « Formation initiale des enseignants, médiation pédagogique et approche philosophique », in TREMBLAY, N. (dir.), Des pratiques philosophiques en communauté de Recherche en France et au Québec, Presse de l’Université de Laval (PUL), LAVAL, (CANADA), pp. 95-116. WASTIAU, P., KEARNEY, C. & VAN DER BREGHE, W. (2009), How digital games are used in schools? / Quels usages pour les jeux électroniques en classe ?, European Schoolnet,  

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September 28, 2020
Immersive learning in the US: What is virtual reality training?

Thanks to virtual reality, training is at the forefront of technological innovation. Discover all you need to know about immersive learning in the US. What Is Immersive Learning? When reality meets science fiction, training begins to explore new approaches, new tools with the potential to revolutionize the way we perceive pedagogy and memorization. Immersive training – or immersive learning in the US – provides a means to assimilate skills by interacting with a digital environment through a VR (virtual reality) headset or in a conference room using an avatar. You may have already encountered such devices as they are now very widespread in the gaming industry, though they constitute a rather unique training method. Let us get into the ins and outs of virtual reality training. An Introduction to Immersive Learning in the US Immersive Factory aims to transform “how industrial organizations train their teams on such strategic issues as health, safety and the environment”. Such a revolution could not have been initiated without a novel approach and a dash of fantasy. The result: impactful EHS immersive training, which provides workers with a highly effective solution to retain almost the entirety of the information they encountered. Our home page will allow you to see our offer and to learn how the VR training can be adapted to fit your own objectives. Immersive learning in the US stems from the notion that experience aids in memorization. This innovative training method is based on a simulation, where the participant is immersed in a virtual environment. Every detail of this virtual reality training setting is designed with a purpose in mind. Thus, learners are confronted with situations that demand they put their theoretical skills into practice and “learn by doing” to help them remember the information. The virtual universe they evolve in is highly interactive and challenges both their mental and their physical alertness. As the relevance of the surroundings has a vast impact in the psyche, virtual scenarios capture the attention of the participant. The events that unfold encourage them to exert their mental faculties to react or reply within the allocated time. Finally, sensors round off the apparatus and translate the person’s movements into actions inside the simulation. Feedback is instantaneous and the experience is akin to a real-life challenge. It takes the shape of visual and auditory cues that the learner perceives thanks to the headset or speakers attached to the screen. A responsive platform can also be added to the set up to emulate walking and other types of movement. Beyond the concrete sensations which greatly contribute to memorization, immersive training allows learners to make mistakes whose consequences remain entirely virtual and, as such, have no impact on the real world. As digital devices are becoming more widespread (particularly thanks to the video game industry), immersive learning in the US is reaching businesses of all sizes. Hardware giants – such as HTC and Samsung – are now distributing high-quality VR equipment and making it available from a variety of outlets. The Educational Benefits of Immersive Training The principles of immersive learning in the US include several benefits, the main one probably being the active nature of the method. As the user is asked to perform a series of actions under real-life conditions, they focus all their attention on the tasks at hand. Instead of being placed among a group of learners who passively receive information, they need to personally involve themselves in their own training. Active learning, when applied to immersive training, harnesses the benefits of virtual reality to make actions and sensations coexist. This translates into an educational approach which offers remarkable results. According to a study conducted by Capgemini, 82% of the companies where virtual reality has been used state that they have exceeded their objectives in terms of efficiency, productivity, and profitability. A PwC study from 2020 shows that learners who were trained through immersive learning were 4 times as focused as their e-learner counterparts and 1.5 times as much as with traditional training methods. Optimal Engagement One of the first characteristics at the heart of immersive learning in the US is all in the name: immersion. Gamification invites the participant to be constantly active and to engage personally in how the scenario unfolds. This presence translates into undivided attention and a strong identification with the situation. Learners feel directly implicated and the recreational aspect maintains that connection. This leads to the learner wanting to carry out their “mission” and, consequently, to them acquiring knowledge. Better Memorization This much personal commitment and motivation lead to a high level of memorization, which the experiential nature of virtual reality training strongly reinforces. Simulation creates a “place” where skills can be exercises and tested, which is particularly important in the case of EHS immersive training, for instance. The modules are made up of scenarios which branch out in various directions and allow learners to go through a whole array of experiences within the same program. Trainees can always interact with the module again some months later to anchor the notions they have learned perfectly and keep on practicing safely. A few minutes of immersive training are then enough to “reactivate” skills effectively. Training Workers to Face Delicate or Dangerous Situations Immersive learning in the US is designed to offer the same sensations and efficiency as real-life training. It allows participants to take the scenario very seriously, all while knowing they are not in any danger and that a mistake on their part will not lead to putting property or people at risk either. Learning to use sensitive equipment or to master complex tasks can then be done in a context where trainees feel perfectly confident, and without the fear of doing wrong creating any inhibition. Failure does not result in possible judgment on the part of co-workers, and risk-taking can even be encouraged. More action also means more practice, which contributes to the development of immersive skills and translates into concrete abilities. A Different Approach to Training Immersion learning in the US provides a different outlook on professional training, particularly in a context where typical interactions are being challenged for several industries. Without any geographical constraints, immersive training only requires minimal equipment to be implemented, regardless of the scale. Those wishing to work remotely can be given the possibility to evolve in the same “facility” as their colleagues, for instance. As for on-site teams, they no longer need to travel for training purposes, and a few minutes are all it takes to reactivate previously learned notions. This considerable time advantage contributes to short-term return on investment. Beyond virtual reality training, this type of simulation may be used to test a variety of skills simply and effectively. Regardless of geographical location or schedule, having access to a VR headset is all that is necessary to submit to the exercise.  Immersive Learning in the US: Future-Focused Training In a context where dematerialized training (e-learning) is becoming increasingly relevant, immersive training appears as the perfect solution to combine theoretical teachings with a practical approach. Exceptionally scalable, every detail of these tools can be adjusted thanks to some updates so that the content integrates new elements. Employees can then go through a VR session to learn all they need to know about how their own actions must reflect the changes implemented by the company as a whole. Immersive learning in the US is also an invitation to work on some important – though sometimes neglected – soft skills. It is inscribed in an approach where the very notion of training can be reshaped. Personal behaviors – including empathy and civility – can be put to the test thanks to any module, even those supposedly designed for practical skill learning. Sales techniques are a perfect example of multidisciplinary know-how. When immersed in a virtual reality scenario, participants not only learn how to present their company’s services, but also how to apply subtlety in how they address the clientele. The promises of VR are as diverse as they are relevant. The concept of immersive learning in the US is ideally positioned to become an extraordinarily reliable recruitment tool which places the candidate in a lifelike situation to evaluate their skills and allow them to discover the company through onboarding. Job interviews could take on a completely different shape and applicants would be given the opportunity to truly prove their worth!   Now making its way towards very eclectic fields, such as real estate or medicine, virtual reality is no longer just for the benefit of the aeronautic industry or the gaming market. Endlessly customizable digital environments offer great potential for visualization that goes far beyond what typical video media (such as e-learning software) can support. Immersive training creates a multisensory experience which modifies our relationship to knowledge and how we acquire it intrinsically. Finally, this extremely novel medium almost promotes a return to the “roots” of learning by conveying information empirically thanks to the reintroduction of a subjective dimension. Human beings enjoy making discoveries through their own experiences and thrive in contexts where they can draw their own conclusions from trial and error. Virtual reality puts back into our hands a power that passive education had cast aside. While technological media are sometimes branded as indolent, VR and immersive learning in the US are overturning this notion once and for all!  

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