Human Factors Guidelines for Interactive 3D and Games-Based ...

Section 2.0
Background: Why Human Factors Guidelines for i3D and Games-Based Training?
Key Points Summary
• The “vision” of Virtual Reality (VR) in the late 1980s and 1990s – in particular achieving
“immersion” within computer-generated environments using wearable or user-enclosing
interactive technologies – was not fulfilled, due to a combination of commercial, technologypush
and human factors issues.
• Real-time engine and content development technologies underpinning entertainment games
have captured the attention of a wide range of training and education specialists.
• Serious games go beyond entertainment to deliver engaging, familiar, affordable and
accessible interactive media to support a wide variety of learning applications.
• Human Factors guidelines are required now to ensure that lessons learned from the VR era of
the 1990s are adopted early in the development of this new interactive 3D (i3D) arena.
• Human Factors guidelines will help games development companies understand the
importance of integrating knowledge about the end user early on in the design process
(remembering that serious games users may not be accomplished entertainment “gamers”).
• Games developers must only deliver interactive media that is relevant and appropriate to the
learning, training, or educational process – no more, no less. “Special effects” of no
relevance to the task and context MUST be avoided.
• Human Factors guidelines will also help end users and their organisations to become
“informed customers” and to play more critical and proactive roles in the development of
products for their particular area of application.
• Human Factors guidelines will also support the exploitation of serious games and related i3D
technologies for experimental research involving virtual prototypes and scenarios.
• ONLY when an INTEGRATED human-centred design approach has been adopted (addressing
the appropriateness of simulation content, interactive input and display technologies) will a
serious game or i3D product deliver immersion, engagement, presence and believability.
• Serious games and related i3D technologies will NOT solve all of the training requirements of
a specific system or applications and should always be considered as part of a blended
solution, exploiting real-world facilities or equipment and other forms of media as
appropriate.
Section 2.0 – Main References
Barnett, B., Helbing, K., Hancock, G., Heininger, R. & Perrin, B. (2000), “An Evaluation of the Training
Effectiveness of Virtual Environments”, in Proceedings of the Interservice/Industry Training, Simulation &
Education Conference (I/ITSEC; Orlando, Florida), November 27-30, 2000.
Fenn, J., Raskino, M., Basso, M., Phifer, G., et al. (2007), “Hype Cycle for Emerging Technologies,
2007”, Gartner Inc. Report ID Number: G00149712, July 2007.
Stone, R.J. & Swann, P. (2002), “Virtually a Market? Selling Practice and the Diffusion of Virtual Reality”,
in Stanney, K.M. (Ed.), Virtual Environments Handbook, Lawrence Erlbaum Associates, Inc., Chapter 28.
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