Human Factors Guidelines for Interactive 3D and Games-Based ...
Human Factors Guidelines for Interactive 3D and Games-Based ...
Human Factors Guidelines for Interactive 3D and Games-Based ...
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Figure 34: Exocentric presentation of EOD deployment scenario showing<br />
incident control vehicles, remotely-operated vehicle (left of centre) <strong>and</strong><br />
early personnel search positions.<br />
Source: Author’s Image Archive<br />
Note also that the term “exocentric” is not restricted to examples where the end user’s viewpoint is<br />
fixed to gain a “bird’s eye view” of a task or scenario. Exocentricity can also refer to tasks or parttasks<br />
where the end user has to:<br />
(a) maintain an awareness of the location <strong>and</strong> interrelationships of objects or<br />
subsystems whilst operating in a predominantly egocentric frame of reference. For<br />
example, a submariner working in a submarine’s Forward Escape Compartment needs<br />
to know how the actuation of a specific high-pressure air valve affects, <strong>and</strong> is affected<br />
by, other components of the HP Air system, not to mention the overall effect on the<br />
submarine itself.<br />
(b) maintain an awareness of a situation or process that may begin <strong>and</strong>/or extend<br />
beyond his or her immediate first-person location. A good example of this can be found<br />
in infection control training <strong>for</strong> hospital personnel. Observational analyses in British<br />
Hospitals (undertaken in support of the Technology Strategy Board-sponsored project<br />
mentioned at the beginning of this document) have shown that hygiene transgressions<br />
often occur on some other part of a ward, away from the end user’s immediate<br />
viewpoint. Providing an exocentric view as part of a new serious games training<br />
package, it is hoped, will help train staff to underst<strong>and</strong> how infection problems can<br />
evolve from areas not under their immediate supervision (see also Figure 31).<br />
The submarine example in Figure 35 (left) relates to dockside vessel familiarisation tasks. Not only<br />
must students be able to name the services leading from the dock to the interior of the submarine,<br />
they have to be aware of where these services terminate within the vessel. They are also required<br />
to describe the external features of the vessel <strong>and</strong> how these link to interior components <strong>and</strong><br />
systems. Officers of the Watch <strong>and</strong> remotely-operated systems controllers (middle <strong>and</strong> right of<br />
Figure 35) also have to maintain a <strong>for</strong>m of exocentric awareness of the situation they are<br />
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