Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Session Overview
Short Presentation14: Design process of a virtual reality simulation environment for training Quality, Health and Safety managers: an approach to instructional design principles adaptable to health simulation context (Viadé, Armand; Becerril-Ortega, Raquel; Occelli, Florent)
Thursday, 01/Sept/2022:
10:45am - 12:00pm

Location: CHUV auditorium Auguste Tissot

Show help for 'Increase or decrease the abstract text size'

Design process of a virtual reality simulation environment for training Quality, Health and Safety managers: an approach to instructional design principles adaptable to health simulation context

Armand Viadé1, ​​Raquel Becerril-Ortega2, Florent Occelli1

1Laboratoire d’expériences immersives (Lexim) - UFR3S - Faculté Ingénierie et Management de la Santé (ILIS) - Université de Lille, Lille, France; 2EA 4354 - CIREL - Centre Interuniversitaire de Recherche en Éducation de Lille, F-59000 Lille, Université de Lille - France

INTRODUCTION. Professionals are facing fast and tremendous technical, social, economic, and organizational changes. Simulation-based virtual reality training coupled with the didactic approach allow to achieve high standards of operational performance in difficult working environments, with scalable and cost-effective deployment.

In addition, according to the World Health Organization, each year, hundreds of millions of patients around the world are affected by health care-associated infections (HAIs). Most HAIs are preventable through good hand hygiene practices – cleaning hands at the right times and in the right way.

This study covers the design of a virtual reality simulation environment, from identification of training needs, activity analysis of various work situations (from observations and interviews), to process of conception and representation in 360-degree enhanced educational experience.

METHODS. The design process, based on an empiric analysis of the operators' activity, is interested in the way situations are represented by this virtual reality medium. What are the constraints, particularly technical ones, and how to manage to create a form of authenticity and preserve the functional representation of situations ? In short, how to represent, by virtual reality, situations of different nature resulting from the activity analysis ?

RESULTS. During the process leading to the design of simulation scenarios, we mobilized four categories, depending on the epistemic nature of the didactic situations. The first type of scenario, consisting of point and click and sequencing games, preserves the characteristic features of the target situations, namely to equip oneself with personal protective equipment and to correctly wash hands. The second represents a sequence of operations to guarantee safety in the working environment and explain the functioning of the production line. The third scenario focuses on problematic situations identified from an analysis of the activity. The learner embodies an operator and must make choices in response to critical situations, his decisions impacting his path through branching scenarios. Finally, the last scenario consists of a hazard spotting 360-degree scene compiling health and safety risks, similar to a patient safety room of horrors in the healthcare field.

DISCUSSIONS. This methodology, based on the didactic design of simulation scenarios with virtual reality, could be easily exported to a health simulation context, as some situations (hygiene, safety, etc.) are similar.


Becerril-Ortega, R. Vanderstichel, H., Petit, L., Urbiolagallegos, M-J., Schoch, J., Dacunha, S., Benamara, A., Ravenet, B., Zagdou, J. & Chaby, L. (2022). Design Process for a Virtual Simulation Environment for Training Healthcare Professionals in Geriatrics. In S. Flandin, C. Vidal-Gomel & R. Becerril-Ortega (Ed.). Simulation Training Through the lens of experience and activity analysis. pp. 101-127 Switzerland : Springer

Becerril Ortega, R., (2021). Vers une perspective anthropologique en formation des adultes. Autour de la transposition didactique. Éducation Permanente, n° 228, pp. 55-66.

Clot, Y., Faïta, D., Fernandez, G. et Scheller, L. (2000). Entretiens en autoconfrontation croisée : une méthode en clinique de l’activité. Perspectives interdisciplinaires sur le travail et la santé, 2(1).

Delannoy, V., Dutrech, R., Galy, E., Leger, C., Duchein, P., Marie, S., Vergnes, H., & Zaro- Goni, D. (2016). Guide d’aide à la mise en œuvre d’une chambre des erreurs dans un établissement. content/uploads/2015/08/Guide_chambre_erreurs_Definitif.pdf

Haute Autorité de Santé. (2019). Simulation en santé et gestion des risques – Outils du guide méthodologique. 02/outils_du_guide_methodo_simulation_en_sante_et_gestion_des_risques.pdf

Huard, V. (2006). Restructuration de la représentation fonctionnelle lors d’un processus de formation. 8ème Biennale de l’éducation et de la formation – INRP.

Leplat, J. (1996). Petites histoires pour des Histoires. In Y. Clot (Ed.) Les histoires de la psychologie du travail (pp.87-98). Toulouse : Octarès

Pastré, P. (2005). Apprendre par la simulation : de l’analyse du travail aux apprentissages professionnels. Toulouse : Octarès.

Pastré, P. (2011). L’ingénierie didactique professionnelle. Dans P. Carré et P. Caspar (dir.), Traité des sciences et des techniques de la formation (p. 401-421). Paris : Dunod.

Pastré, P., Mayen, P., & Vergnaud, G. (2006). La didactique professionnelle. Revue française de pédagogie, 154, 145-198.

Piaget, J. (1945). La formation du symbole chez l’enfant : imitation, jeu et rêve, image et représentation. Neuchâtel, Suisse : Delachaux et Niestlé.

Contact and Legal Notice · Contact Address:
Privacy Statement · Conference: SPSIM 2022
Conference Software - ConfTool Pro 2.6.145
© 2001–2022 by Dr. H. Weinreich, Hamburg, Germany